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Teacher Education Handbook

Welcome to the Teacher Education Handbook. This resource provides candidates, faculty, and staff with information and documents designed to assist in the successful completion of the teacher education program. You will find information, instructions, and required forms related to program requirements.

UOPX’s Teacher preparation programs, which lead to certification, are approved in select states. If at any point in the program you move to another state, your ability to continue in your program could be impacted. You must immediately update your current address with the University whenever a change occurs. You must also contact your Academic Advisor to ascertain the effect upon your program. You are encouraged to contact your Academic Advisor upon contemplating an address change to understand the effect of the change upon your ability to progress in the program.

Conceptual Framework

The University of Phoenix College of Education Conceptual Framework provides the philosophical foundation and structure for developing educational professionals, centered around themes of professional practice. The themes are reflected in and emphasized throughout coursework, candidate assessment, clinical experience, and clinical practice as appropriate. The University of Phoenix College of Education vision is to prepare teachers with knowledge, skills, and dispositions aligned with the themes of professional practice in order to positively impact student learning with a dedication to equity and access for all students

College of Education Conceptual Framework Summary Document

Keep each Conceptual Framework themes, or “pie piece,” in mind when exploring course topics. Consider the alignment between these theme(s) and course topics and objectives.

Click the Conceptual Framework image below to learn more and explore each theme.

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Professional Expectations

Candidates in P-12 College of Education programs at University of Phoenix participate in one or more field placements as part of their academic program. Degree candidates interact with students, parents/caregivers, school staff and others in the community during the field experiences. As prospective educators/administrators, College of Education candidates are expected to represent the University as professionals and adhere to adhere to the following and to the ethics and standards of their profession as well as the University’s Student Code of Conduct.

  1. The candidate is committed to reflection, assessment, and learning as an ongoing process.
  2. The candidate believes that all students can learn and succeed and is adaptable to differentiated instruction.
  3. The candidate maintains positive collaborative interpersonal interactions with faculty, students, and the school community.

Candidates’ dispositions will be evaluated throughout the program.

Supplemental Standards

UNIVERSITY OF PHOENIX SUPPLEMENTAL STANDARDS
FOR CANDIDATES IN COLLEGE OF EDUCATION PROGRAMS

Candidates in a College of Education program leading to certification or licensure are subject to greater scrutiny because of their anticipated interactions with students, parents/caregivers, and the school community. These degree candidates participate in one or more clinical experience placements (field placements) and a culminating clinical practice (student teaching practicum) as part of their academic program. As prospective educators, College of Education candidates are expected to represent the University as professionals and adhere to the ethics and standards of their profession as well as the University’s Student Code of Conduct.

Supplemental Standards for Candidates in P-12 College of Education Programs apply to candidates through all aspects and interactions in the program including courses, clinical experiences (field experience) and clinical practice (student teaching. The Supplemental Standards address a candidate’s affective attributes and disposition to be an educator/administrator. Review the Professional Dispositions Rubric for additional guidance.

A candidate’s ability to satisfactorily meet the Supplemental Standards is a matter of ongoing academic judgment made by institutional faculty,  staff, and management.

  1. The candidate is sensitive to community and cultural norms that pertain to the University classroom and off-site activities and locations.
  2. The candidate contributes to a positive climate in the University classroom and all off-site activities and locations.
  3. The candidate adheres to College, clinical, and agency site policies and procedures.
  4. The candidate participates in off-site activities consistent with their respective professional practice, including satisfactory performance of all required skills specified.
  5. The candidate meets all state-mandated requirements for certification and/or licensure.
  6. The candidate only engages in practice for which they have been authorized or for which they have been educated/validated.
  7. The candidate appreciates and values human diversity and shows respect for others’ varied talents and perspectives.
  8. The candidate values the development of critical thinking, independent problem solving, and performance capabilities in themself and those with whom they interact.
  9. The candidate demonstrates mastery of written and spoken language for self-expression, as well as for effective interaction in all settings.
  10. The candidate is committed to reflection and assessment and is open to receiving feedback.
  11. The candidate is willing to give and receive help.
  12. The candidate is a thoughtful and responsive listener.
  13. The candidate maintains a pattern of meeting requirements in courses and external placements.
  14. The candidate demonstrates a commitment to keeping abreast of new technology, ideas and understanding in their chosen field.
  15. The candidate demonstrates a level of responsibility and ethical judgment appropriate for a professional in their field.
  16. The candidate is responsible for personal transportation to and from off-site activities.
  17. The candidate maintains professionalism and confidentiality in all settings, including virtual settings.
  18. The candidate is committed to establishing a safe and supportive environment.

Upon notice that a candidate may not be meeting one or more of the Standards, the College will review the information, the candidate’s history, and any additional information that will assist in appropriately addressing the issue(s) presented. If the respective College determines that a candidate may not be meeting one or more of the Standards, they may file a Referral.

Referrals provide the College the opportunity to review the candidate’s behavior and determine whether counseling, remediation, or withdrawal from the program is appropriate. The process is designed to be remedial in nature, as the goal is for candidates to understand what is expected of them to be successful in their profession.

If at any time during the process the candidate fails to meaningfully participate, the College may recommend the student be withdrawn from the program. Program withdrawals must be approved by the College Dean.

Candidates are not permitted to have representation by an attorney or any other third party at any time during the process.

This process is separate from the Student Code of Conduct disciplinary process, but they may run concurrently. Candidates charged with violating the Student Code of Conduct are subject to the policies, procedures, and sanctions under that policy in addition to these standards.

A Student Code of Conduct charge may be the basis for a Referral if the underlying incident indicates these Standards have not been met. Similarly, a Referral may be the basis for a Student Code of Conduct charge.

Candidates are not subject to expulsion for a Standards violation, only for a violation of the Student Code of Conduct if found responsible.

A detailed outline of the Supplemental and Professional Standards Referral Process & Procedures can be found in the Academic Catalog (starting on page 118).

Academic Progressions

Academic Progressions are a tool that allows the University of Phoenix an opportunity to provide identified students with a streamlined, templated coaching process. Specifically, Academic Progressions apply to students in the following circumstances:

  • Non-passing grade in a B or better course
  • Unsuccessful attempt at the Dispositions Assessment
  • Unsatisfactory MyTimeLog (MTL) submissions of field experience hours

The Academic Progression process encourages self-reflection through guided questions and offers specified remediation resources that students can complete independently. In the past, students with the above deficiencies were supported through the Supplemental Standards referral process. While the Supplemental Standards process remains in place for students with dispositional concerns or egregious behaviors, the goal of the Academic Progression process is to offer an expedited mode of self-guided support.

Professional Dispositions Rubric

Note: This document complements the Supplemental Standards for Candidates in College of Education Programs.

Standard*Description of "At Standard" Indicators
1. The candidate contributes to a positive climate in the University classroom and all field placements. Participates actively in class discussion and assignments; works effectively with others; shows respect of and consideration for the thoughts and feelings of others.
2. The candidate demonstrates mastery of written and spoken language for self-expression, as well as for effective interaction in all settings. Communicates effectively verbally; demonstrates an ability to write in a clear, organized, fluent manner; adheres to the conventions of the language when appropriate; recognizes distinctions between formal and informal communication.
3. The candidate is a thoughtful and responsive listener. Solicits feedback that demonstrates an understanding of program and professional goals and objectives; receives feedback in a positive manner and makes necessary adjustments; listens and responds to others.
4. The candidate is committed to reflection, assessment, and learning as an ongoing process and believes all students can learn. Reflects on information provided and demonstrates an ability to apply ideas to his/her own practice or life; able to modify behavior and/or understanding when provided with new information or experience; demonstrates an interest in and commitment to lifelong learning with the belief that all students can learn.
5. The candidate is willing to give and receive help. Volunteers to assist others in the University classroom and/or practicum setting; demonstrates openness to assistance from others. Accepts direction from others and respects authority.
6. The candidate is sensitive to community and cultural norms of the teacher education program, the University classroom, and practicum settings. Uses language that demonstrates sensitivity to others; communicates effectively with peers, instructors, P-12 students, and cooperating teachers; shows an awareness of the context in which the candidate is interacting.
7. The candidate appreciates and values human diversity and shows respect and fairness for others' varied talents and perspectives. Listens to others' perspectives in a respectful and fair manner; exhibits an understanding of the complexities of race, power, gender, class, sexual orientation. and privilege in American society
8. The candidate values the development of critical thinking, independent problem solving, and performance capabilities in oneself and those with whom they interacts. Demonstrates an ability to identify, analyze, and evaluate complex issues; exhibits the ability to solve problems both independently and in cooperation with others; sets and achieves high standards.
9. The candidate demonstrates a commitment to keeping abreast of new ideas and understanding in the education field. Identifies and analyzes important trends in education; looks for opportunities to integrate theory and practice; demonstrates enthusiasm for learning new ideas and strategies; relates class discussions and issues to current events in education.
10. The candidate demonstrates a level of responsibility and ethical judgment appropriate for a professional educator/administrator. Attends all classes, practicum experiences, and required activities and arrives on time; dresses for practicum/clinical experiences in an appropriate manner; communicates in a professional manner regarding extenuating circumstances that may prevent attendance; comes to class prepared. Candidates maintain the confidentiality of communications to which they are privy through their interactions with agencies, staff, and other health professionals.
11. The candidate maintains the highest ethical standards in interactions with faculty, students, and staff, as well as in preparation and submission of required course work, and the completion of assignments. Does not represent the work of others as one's own; is truthful when making statements about qualifications and competencies; observes contractual commitments and timelines; protects students‘ and families’ rights to privacy and confidentiality; establishes relationships with students, parents/caregivers co-workers based on courtesy, mutual trust and open communication; respects the uniqueness and characteristics of family backgrounds; acts within the educational and wider community in a way which enhances the status of the profession; promotes the improvement of school/institutional policies; develops an understanding and respect for laws and policies that protect students, parents/caregivers, families, and communities.
12. The candidate maintains a pattern of exceeding minimal requirements in course and field placements. Attends all required activities and arrives on time; dresses for student teaching and field experiences in a professional manner; communicates professionally to staff, students and families; comes to class prepared; engages students in a variety of learning experiences; respects diversity; volunteers to take on additional responsibilities, as appropriate; participates in professional development opportunities offered in the school setting; maintains privacy and confidentiality

CPAST Category: Pedagogy Evaluation

  • Domain One: Planning and Preparation
    • Stakeholders suggested improvements are needed in developing effective lesson plans:
      • Ensure thorough, well-developed lesson plans are prepared in advance and submitted to Cooperating Teacher for review.
      • Incorporate clear, measurable objectives in alignment with content and state standards that articulate how students will demonstrate learning.
      • Implement “backwards planning” to develop lesson plans that include clear, measurable objectives, gradual release of responsibility, assessment, and closure.
      • Become familiar with content-specific information and objectives to ensure that accurate information is being provided to students.
      • Review lesson plans prior to delivery and confirm all supplementary materials are sorted and accessible.
      • Create lessons that inspire higher level thinking
    • Stakeholders shared concerns regarding the implementation of age-appropriate content knowledge and pedagogy.
    • Submit completed lesson plans for review, per CT and/or supervisor’s directives.
    • Stakeholders reported improvements are needed in developing proficient content and pedagogical knowledge.
  • Domain Two: Learning Environment
    • Stakeholders shared a need for improvement in incorporating rapport-building and student engagement activities to nurture a sense of community with students and school staff
    • Stakeholders shared a need for further development in classroom management:
      • Demonstrate (student engagement) techniques to keep students on-task and engaged, including appropriate use of vocal tone and volume.
    • Stakeholders reported the need for increased application of student engagement activities:
      • Incorporate opportunities for student choice and student collaboration to maintain attention and transition smoothly
    • Stakeholders indicated improvement is necessary in balancing the time allotted to individual student needs and group classroom needs.
    • Stakeholders reported the need for further development in effective, age-appropriate classroom management skills:
      • Be mindful of developmental benchmarks when selecting appropriate classroom management strategies.
      • Posture yourself naturally when in the classroom and avoid tensing up during instruction.
    • Stakeholders reported the need for improvement in creating a positive, nurturing classroom environment.
      • Avoid calling students derogatory names
      • Avoid using unprofessional language in front of or towards students
    • Domain Three: Instruction
      • Stakeholders indicated improvement is necessary in implementing effective instructional delivery.
      • Stakeholders identified elements of instructional delivery in need of improvement:
        • Implementation of effective transitions
        • Pacing of lessons
        • Differentiation of instruction
        • Integrating student relevancy in instruction
        • Use of formative assessments to monitor students’ understanding and progress, and modify instruction as needed
        • Maintaining student engagement
        • Demonstration of proper spelling and grammar usage during both instruction and the provision of student feedback.

CPAST Category: Professional Dispositions Evaluation

  • Domain Four: The Professional Educator
    • Stakeholders indicated the need to improve demonstration of initiative and self-reflection:
      • Initiate reflective discussions with your Cooperating Teacher to showcase insight and clarify expectations; proactively identify questions that will support ongoing growth throughout student teaching.
    • Stakeholders indicated a need for improved classroom organization, especially as it relates to grading requirements:
      • Complete timely grading in adherence with appropriate guidelines
      • Implement an organizational system for student papers
    • Stakeholders indicated a need for improvement in time management, specifically related to lesson planning and preparation and presence in the classroom.
      • Avoid tardiness and failure to return to class
    • Stakeholders shared concerns regarding professional conduct and communication:
      • Accept and implement constructive feedback
      • Actively engage in effective communication with Cooperating Teacher.
      • Appropriately monitor emotions within the classroom environment.
    • Stakeholders shared a need for improvement in accepting and implementing constructive feedback.
    • Stakeholders reported a need for improvement in the creation and maintenance of positive professional relationships, including:
      • Receptiveness and willingness to implement feedback.
      • Effective interpersonal communication with CT, supervisor, and support staff at school site.
    • Stakeholders indicated a need for improvement in professional conduct and communication, specific to:
      • Appropriately monitor emotions within the school community.
      • Actively engage in effective communication; thoughtfully reflect on the information provided to avoid perceptions of forgetfulness.
      • Orient yourself to your surroundings; demonstrate professionalism in physical presentation and composure.
      • Maintain respectful, appropriate communication; avoid interrupting others and sharing immaterial personal information at inappropriate times.
    • Stakeholders indicated a need for improvement in professional and academic conduct, specific to:
      • Actively engage in effective and timely communication with University staff and faculty.
      • Adhere to the University and instructor policies for coursework and field experience expectations; avoid late submissions of assignments and failure to schedule requisite field experience observations.
    • Stakeholders reported improvement is needed in the demonstration of commitment to the student teaching practicum; ensure you are allotting the necessary time to prepare for practicum responsibilities.
    • Stakeholders reported concerns related to a violation of professional ethics:
      • Avoid accessing private electronic accounts and personal information as a third party without explicit permission.
    • Stakeholders indicated a need for improvement in professional conduct and communication:
      • Adhere to school protocols when addressing student misbehaviors.
        • Avoid use of physical force with students, specifically in relation to an incident reported on February 8, 2017.
      • Demonstrate willingness to accept and implement constructive feedback through maintaining a positive attitude and engaging in active reflection.
        • Avoid actions that may be perceived as defensive or arrogant such as raising your voice and interrupting others while talking.

Signature Assignments

The included matrixes identify the Signature Assignments required in the program. Signature Assignments are aligned to program student learning outcomes and provide critical information to help the university ensure students have mastered learning outcomes necessary to be effective practitioners and to assist in the university’s programmatic assessment process. Students will use the knowledge and skills learned throughout the program to complete this assignment. Signature Assignments are required and cannot be changed or deleted.

Clinical Experience (Field Experience)

Clinical Experience (Field Experience) is an important part of any education degree program. The clinical experiences (field experiences) are integrated with content from coursework and allow opportunities for teacher candidates to observe and obtain first-hand experience in P–12 classrooms. It is important for candidates to get a variety of clinical experiences (field experiences) during the program.

Purpose

Clinical Experience (Field Experience) is designed to provide you with the opportunity to observe and interact with experienced teachers, P-12 students, support staff, and administrators in diverse school environments and to participate in professional development activities. It is also your opportunity to make connections that may open the door for a clinical practice (student teaching) placement.

Prior to clinical practice (student teaching), clinical experience (field experience) enables you to participate in hands-on daily classroom practices such as tutoring and one-on-one, whole-group, and small-group instruction in a variety of grade levels and content areas.

Requirements

Field Experience Overview

Candidates enrolled in the Graduate Certificate programs (non-MAED) must complete a minimum of 60 hours of clinical experience (field experiences).

Note: Some states require more than the required 60 hours for the Graduate Certificate (non-MAED) programs. For more information about your state’s certification requirements visit here.

Beginning with the first course and throughout your program, students in undergraduate and graduate initial teacher licensure degree programs are required to complete a minimum of 100 hours of verified clinical experience (field experience), covering a variety of developmental levels from birth through 18 years of age, prior to clinical practice (student teaching). Approximately 30 of these hours are satisfied through assigned clinical experience (field experience) activities in some of your courses, while the remaining hours are identified and completed independently. You may spend no more than 25 hours in the same classroom or with the same teacher. Candidates make their own arrangements for their clinical experience (field experience) hours (in accordance with district guidelines), but they may reach out to the assigned if they need assistance securing a placement and/or as required by the school/district.

Some states require more than the program required 100 hours to be eligible for teacher certification.  For more information about your state’s certification requirements visit here.

The majority of your clinical experience (field experience) hours should be completed in a variety of developmental levels appropriate for your program. For example, K-8th grade aligns to Elementary candidates, birth through 3rd grade aligns to Early Childhood candidates (a balanced mix of experience in both preschool and primary classrooms), K-12th grade aligns to Special Education candidates, and 6-12th grade levels align to our Secondary candidates. These are only examples and not a comprehensive list. Consult with your Education Program Specialist for additional guidance, as there may be different grade/age ranges appropriate for your program/state that are not highlighted in these examples.

Clinical experiences (field experiences) must be completed in a classroom setting (see Alternative Settings for exceptions). It is required that you schedule clinical experiences (field experiences) at diverse schools and districts based on varying factors, such as socio-economic level, ethnicity, rural/urban setting, presence of English-Language learners, student ability levels, etc.

Clinical experience (field experience) hours cannot be satisfied through clinical experience (student teaching) activities, any contracted position (i.e. substitute teaching, teacher’s aide, instructional aide, paraprofessional, etc.), volunteering in your child’s school, coaching, church activities, or scouting. If your state requires more than 100 hours of clinical experience (field experience), 40 of the additional hours may be completed in a substitute teaching role.

The assigned clinical experience (field experience) required in your coursework will account for approximately one-third of the required clinical experience (field experience) hours needed for your program. Consult with your instructor and course syllabus for complete assignment details. These course-related clinical experience (field experience) assignments are not optional. You must complete them as a requirement of your program. See Alternative Settings for more information.

The following matrices will help you identify courses in your program that require a clinical experience (field experience) activity.

You are required to record the time spent in each experience, provide a description of the placement, and reflect on the experience. This information should be inserted in My Time Log. Keeping notes by hand in a personal notebook is fine, but to meet program requirements you must summarize these notes in My Time Log. You will be required to submit your record in My Time Log to the Education Program Specialists  for review at selected times during your program.

You may spend up to 25 hours in the same classroom or with the same teacher; however, the 25 hours cannot be documented all together in one reflection with one approval. No more than 8 hours can be documented for a single session. Each session you spend in the same classroom or with the same teacher must be documented separately with its own date, site details, reflections, and teacher approval.

Placement Description

Please collect as much information as possible about each school in which you complete a field experience. This information can be obtained through an interview with the classroom teacher or school administrator or the school or district website. There may also be school demographic information found on your state’s Department of Education website.

Reflection

You must answer all reflection questions for each clinical experience (field experience) you complete. Each reflection question requires a minimum  100-200 word response, describing what you did and/or observed during the  experience. Consider the influence of school, family, and community on student learning, what have you gained from the experience that will help you grow and develop as a teacher? Be sure to note what instructional technology was available and how it impacted student learning.

For clinical experiences related to coursework, you will be required to complete an assignment in the class related to the clinical  experience. Do not copy and paste your class assignment into My Time Log as your reflection. The reflections entered in My Time Log for those course-related experiences can be abbreviated.

Always remember that you must conduct yourself in a professional and ethical manner while visiting a school or other venue. Dress appropriately and professionally; treat your hosts with courtesy and respect; and do not share personal information that you may learn about staff, faculty, or students. For further information, review Guidelines for the Classroom.

Below is a chart representing common standards for appropriate professional attire.  As you prepare for your clinical experience and/or clinical practice, please review the “Dos” and “Don’ts” of professional attire listed below.  Please consider that there will likely be exceptions to the attire listed in this chart in an educational setting.  For example, you may find that a suit is only appropriate during an interview or that tennis shoes are allowed on your school’s campus.  Please be sure to review your school site’s expectations for professional attire and, when in doubt, always error on the side of more professional dress.

DoDon'tDepends on setting – verify with supervisor
Khakis/Dockers/Dress Slacks, worn at waist ShortsPolo/golf shirts
Skirts, mid-thigh or longer Mini skirts Denim jeans or shorts
Capri pants, mid-calf or longer Leggings or spandex Athletic wear/sweats
Suits Denim/corduroy/leather Hats *
Button down shirts with collars or blouses, short or long sleeve Sweatshirts/hoodies Sneakers/tennis shoes
SweatersCrop tops/midriff exposed/spaghetti straps/tank tops
Dress shoes or dress sandals Flip flops, tennis shoes/sneakers
Clothing with holes, frayed ends
Exposed undergarments (bra straps, boxers), fishnet stockings

* Head coverings for religious purposes are acceptable in any setting.


My Time Log

My Time Log is a web tool for logging, reviewing, and approving clinical experience (field experience) hours.  This tool provides an enhanced experience for you, faculty, and staff and allows for better data tracking. Review the following materials to learn more about My Time Log. Contact your Education Program Specialist if you have any questions.”

Guided Clinical Experience/Field Experience (GCE)

What Is Guided Clinical/Field Experience (GCE)?

GCE is a course requirement in our initial teacher licensure programs.

Candidates will be evaluated on their instruction and impact on student learning in select courses during their program (see sequences below). Candidates are required to instruct at least two group sessions; they may complete two small-group sessions if they are not able to obtain permission to teach in a whole-group setting.

What Is the Student’s Role?

Candidates either work with the assigned Education Program Specialist for placement or secure placement on their own as dictated by their district. Their goal is to facilitate or place students in four 25-hour placements throughout their program.

Each candidate will work with the Clinical Experience Teacher at the placement site to determine the appropriate lesson and time for the GCE to occur. The 25-hour placement can include the GCE component and may also include traditional clinical experience hours and activities.

For each GCE assignment, the candidate will complete and submit the following:

  1. To the course faculty member, as part of the assignment requirements:
    • Guided Clinical Experience Worksheet
    • edTPA® Lesson Plan Template
  2. To the Clinical Experience Teacher, through My Time Log:
    • Guided Clinical Experience Worksheet
    • edTPA® Lesson Plan Template
    • Guided Clinical Experience Rubric

For instructions on submitting your Guided Clinical Experience in My Time Log, refer to:  Guided Clinical Experience: My Time Log Submission.

All GCE documents are available under the GCE Documents tabs below. Information about the course sequence for each program can also be accessed by clicking on the tabs below.

Program Sequences and GCE Placements for Alternative Pathways

***Courses highlighted in grey are designated GCE courses.

Alternative Pathway/Elementary Education – (CERT/AP–E 01AZ)

Course ID Course Title Credits Length Prerequisites
MTE/503 Orientation to Alternative Pathway Certificate 01 week
APE/522 Elementary–Effective Learning Climates 36 weeks MTE/503
APE/518 Elementary–Models, Theories, and Instructional Strategies 36 weeks MTE/503
APES/514 Survey of Special Populations 24 weeks MTE/503
SEI/504Structured English Immersion 36 weeks MTE/503
APES/562Assessment and Evaluation 36 weeks MTE/503
APE/537 Elementary–Curriculum and Assessment–Reading/ELA 36 weeks MTE/503
APE/515 Elementary Content Methods 36 weeks MTE/503
ELM/545 Elementary Student Teaching 312 weeks APE/522, APE/518, APES/514, APES/562, APE/537, APE/515, SEI/504
Certificate Requirements: 23 Credits

Alternative Pathway/Secondary Education – (CERT/AP–S 01AZ)

Course ID Course Title Credits Length Prerequisites
MTE/503 Orientation to Alternative Pathway Certificate 01 week
APS/523 Secondary–Effective Learning Climates 36 weeks MTE/503
APS/508 Secondary–Models, Theories, and Instructional Strategies 36 weeks MTE/503
APES/514 Survey of Special Populations 24 weeks MTE/503
SEI/504Structured English Immersion 36 weeks MTE/503
APES/562Assessment and Evaluation 36 weeks MTE/503
APS/542 Secondary–Curriculum and Assessment–Reading Methods 36 weeks MTE/503
APS/559 Secondary Content Methods 36 weeks MTE/503
SEC/545 Secondary Student Teaching 312 weeks APS/523, APS/508, APES/514, APES/562, APS/542, APS/559, SEI/504
Certificate Requirements: 23 Credits

Alternative Pathway/Special Education – (CERT/AP–SE 01AZ)

Course ID Course Title Credits Length Prerequisites
MTE/503 Orientation to Alternative Pathway Certificate 01 week
APSE/559 Foundations of Special Education 36 weeks MTE/503
APSE/578 Sped–Models, Theories, and Instructional Strategies 36 weeks MTE/503
APSE/576 Characteristics of Autism Spectrum Disorders 36 weeks MTE/503
SEI/504Structured English Immersion 36 weeks MTE/503
APSE/575Mathematics Instruction for Sped 36 weeks MTE/503
APSE/570 Sped–Curriculum and Assessment–Reading/ELA 36 weeks MTE/503
SPE/577 Special Education Student Teaching 312 weeks APSE/559, APSE/578 APSE/576, APSE/584 APSE/575, APSE/570, SEI/504

Certificate Requirements: 23 Credits

Program Sequences and GCE Placements for Master of Arts in Education/Teacher Education

***Courses highlighted in grey are designated GCE courses

MAED/TED–E 08AZ

Course ID Course Title Credits LengthPrerequisites
MTE/001 Orientation to Teacher Education 01 week
MTE/510 Professional Knowledge, Skills, and Dispositions 13 weeksMTE/001
MTE/516 Foundations of the Professional Educator 36 weeksMTE/001
MTE/511 Child/Adolescent Growth, Development, and Learning 36 weeksMTE/001
ELM/533 Instruction and Assessment for Diverse Learners 36 weeksMTE/510, MTE/511, MTE/516
ELM/532 Creating an Effective Learning Environment 36 weeksMTE/510, MTE/511, MTE/516
SEI/504 Structured English Immersion
(the course for Hawaii is MTE/553, also 3 credits, 6 weeks)
36 weeksELM/533
MTE/512 Teaching the Exceptional Learner 36 weeks ELM/533
MTE/513 Evaluation and Data Literacy36 weeksELM/533
ELM/534 Elements of Literacy Content and Curricular Knowledge 36 weeksELM/533
ELM/535 Application of Research-Based Literacy Instruction 36 weeksELM/534
ELM/536 Social Studies Content and Curricular Knowledge 36 weeks ELM/533
ELM/538 Mathematics Content and Curricular Knowledge36 weeksELM/533
ELM/537 Science Content and Curricular Knowledge 36 weeksELM/533
ELM/583 Elementary Clinical Practice 312 weeksELM/533, SEI/504, MTE/512, MTE/513, ELM/535, ELM/536, ELM/538, ELM/537
Certificate Requirements: 40 Credits

MAED/TED–S 09AZ

Course ID Course Title Credits LengthPrerequisites
MTE/001 Orientation to Teacher Education 01 week
MTE/510 Professional Knowledge, Skills, and Dispositions 13 weeksMTE/001
MTE/516 Foundations of the Professional Educator 36 weeksMTE/001
MTE/511 Child/Adolescent Growth, Development, and Learning 36 weeksMTE/001
SEC/533 Instruction and Assessment for Diverse Learners 36 weeksMTE/510, MTE/511, MTE/516
ELM/532 Secondary–Creating an Effective Learning Environment 36 weeksMTE/510, MTE/511, MTE/516
SEI/504 Structured English Immersion
(the course for Hawaii is MTE/553, also 3 credits, 6 weeks)
36 weeksSEC/533
MTE/512 Teaching the Exceptional Learner 36 weeks SEC/533
MTE/513 Evaluation and Data Literacy36 weeksSEC/533

SEC/534 Reading in the Content Area 36 weeksSEC/533
Elective Content Area Specific Course SEC/537: Secondary Content and Curricular Knowledge
SEC/535: English/Language Arts Content and Curricular Knowledge
SEC/536: Social Studies Content and Curricular Knowledge
SEC/538: Mathematics Content and Curricular Knowledge
36 weeksSEC/534
MTE/517 Technology Integration for Educators 36 weeks SEC/533, one of the Elective Content Area Specific Courses
SEC/583 Secondary Clinical Practice 312 weeksSEC/532, SEI/504, MTE/512, MTE/513, MTE/517, And One of the Elective Content Area Specific Courses
Certificate Requirements: 34 Credits

Master of Arts in Education Special Education 11AZ

Course ID Course Title Credits LengthPrerequisites
MTE/007 Orientation to Teacher Education 01 week
COM/516 Professional Communications 13 weeks
SPE/513 SPE/513 36 weeksSPE/513
SPE/578 Models, Theories and Instructional Strategies for Special Education 36 weeksCOM/516
SPE/584 Learning Disabilities and Language and Development Disorders 36 weeksSPE/513, SPE/578
SPE/512 Special Education Assessment and Interpretation 36 weeksSPE/584
SPE/576 Characteristics of Autism Spectrum Disorders 36 weeksSPE/512
SPE/574 Characteristics of Intellectual/Developmental Disabilities 36 weeks SPE/512
SPE/544 Characteristics of Emotional & Behavioral Disorders 36 weeksSPE/512
SPE/556 Characteristics of Physical & Health Disabilities 36 weeksSPE/512
RDG/570 Curriculum Constructs and Assessment: Reading and Language Arts for Special Education 48 weeksSPE/512
SEI/500 Structured English Immersion 36 weeks
MTH/575 Mathematics Instruction for Special Education 36 weeks
SEI/503 Advanced Structured English Immersion Methods 36 weeksSEI/500
SPE/594 46 weeks35 credits
SPE/595 Special Education Student Teaching: Part B 46 weeksSPE/594
Program Requirements Credits
Total: 46

Program Sequences and GFE Placements for Bachelor of Science in Education

***Courses highlighted in yellow are designated GFE courses

BSEd/ECH 1AZA

Course ID Course Title Credits LengthPrerequisites
GEN/201 Foundations for University Success 35 weeks
ECH/300 Orientation to Early Childhood Education 01 week
ECH/301 Foundations of Early Childhood Education 35 weeksECH/300
ECH/205 Early Childhood Growth and Development 35 weeksECH/301
ECH/211 Instructional Strategies for Early Childhood Education 35 weeksECH/301
EDU/215 Ethics and Social Responsibility in Education 35 weeksECH/301
ECH/390 Early Childhood Student Teaching Seminar 13 weeksECH/205, ECH/211
ECH/321 Developmentally - Effective Learning Environments 35 weeks ECH/390
ECH/400 Assessment and Evaluation in Early Childhood 35 weeksECH/321
ECH/302 Exceptionalities of the Young Child 35 weeksECH/400
ECH/418 Community and Family Engagement 35 weeksECH/302
SEI/300 Structured English Immersion 36 weeks ECH/418
RDG/351 Early Childhood Literacy Development 35 weeksSEI/300
RDG/416 Methods of Teaching in Early Childhood Language and Literacy 35 weeksECH/302, RDG/351
ECH/416 Methods of Teaching in Early Childhood: Math 35 weeksECH/400
ECH/420 Methods of Teaching in Early Childhood: Science 35 weeksECH/302
ECH/430 Methods of Teaching in Early Childhood: Social Studies 35 weeksECH/302
ECH/435 Methods of Teaching in Early Childhood: Arts & Music 35 weeksECH/302
SEI/301 Advanced Structured English Immersion Methods 36 weeksSEI/300
ECH/498 Early Childhood Student Teaching (Birth-Preschool) 46 weeks
ECH/499 Early Childhood Student Teaching (K through Age 8/Grade 3) 46 weeks
Program Requirements Credits
Total: 63

BSED/E 05AZ

Course ID Course Title Credits LengthPrerequisites
GEN/201 Foundations for University Success 35 weeks
EDU/300 Orientation to Teacher Education 01 week
EDU/301 Foundations of Education 35 weeksEDU/300
EDU/305 Child Development 35 weeks
EDU/311 Models and Theories of Instruction 35 weeksEDU/301
EDU/315 Legal & Ethical Issues in Education 35 weeks
EDU/390 Elementary Education Seminar 13 weeksEDU/300
EDU/321 Classroom Management 35 weeks
EED/400 Assessment in Elementary Education 35 weeks
SPE/300 Orientation to the Exceptional Child 35 weeks
SEI/300 Structured English Immersion 36 weeks
RDG/350 Children's Literature 35 weeks
RDG/420 Elementary Methods -Reading/Language Arts 35 weeksEDU/311

EED/416 Elementary Methods - Mathematics 35 weeksEDU/311
EED/420 Elementary Methods - Science 35 weeksEDU/311
EED/425 Elementary Methods - Health/PE 35 weeksEDU/311
EED/430 Elementary Methods - Social Studies 35 weeksEDU/311, EED/400, SPE/300
EED/435 Elementary Methods - Fine Arts 35 weeksEDU/311, EED/400, SPE/300
RDG/415 Diagnosis and Remediation of Reading Difficulties 35 weeksRDG/420
SEI/301 Advanced Structured English Immersion Methods 36 weeksSEI/300
EED/498 Elementary Student Teaching, Seminar I 46 weeksEDU/321, EDU/390, and 52 credits
EED/499 Elementary Student Teaching, Seminar II 46 weeksEED/498
Program Requirements Credits
Total: 63

What Is the Clinical Experience Teacher’s Role?

The Clinical Experience Teacher will work with the candidate to determine the appropriate lesson and time for the GCE to occur.

The Clinical Experience Teacher will assist the candidate as necessary to support the three components of GCE:

  • Pre-assessment
  • Instruction
  • Post-assessment and reflection

What Is the Faculty Member’s Role?

Faculty members will evaluate the candidate’s GCE assignment based on the completion of the assignment requirements and will provide candidates with coaching to improve their practice.


Arranging Clinical Experience (Field Experiences)

How you arrange clinical experience (field experience) activities will vary depending on the procedures of each school or school district. Some school or school districts might require that you be formally placed by the University of Phoenix and others might allow you to arrange the hours directly with the school or school district.

To determine the appropriate procedure, you must contact the school or school district directly. Be professional in your communication and ask the school or school district what you are required to do  to conduct clinical experience (field experience) in their school or  school district.

Schools or school districts always have the discretion on who they allow to conduct clinical experience (field experience) activities You are not guaranteed a placement for any onsite activities required for your program.

If the school or school district requires it, the university will make a formal clinical experience (field experience) request on your behalf. Contact your Education Program Specialist to begin the placement process. This type of placement may take 4 – 6 weeks to secure an appropriate setting to complete hours, so it is important to plan ahead and submit the request well in advance.

Family member or friend: It is acceptable to conduct clinical experience(field experience) in the classroom of a family member or friend, including teachers of your own children, provided the school or school district allows. Even though you may have connections in the school or district, you are still considered a visitor. Always act professionally and be sure to follow all clinical experience (field experience) requirements and procedures of the school and district.

No network connections: If you do not have any connections within the school or district, please communicate your clinical experience (field experience) needs with the school or school district. Your needs may vary depending on factors such as a specific course assignment or grade level of your program.

The school or school district might require that you complete an additional background check through them and submit verification of clearance of any communicable diseases as part of its clinical experience (field experience) procedures.

The school or school district may also require that you provide documentation from the University of Phoenix about your program and field experience requirements. If this documentation is needed, please request it from your Education Program Specialist.


Guidelines for the Classroom

An abundance of knowledge can be gathered by hands-on experience through participation in P-12 classroom activities. Apply the following guidelines as you conduct each of your classroom field experiences to optimize your learning experience and maximize your educator knowledge base.

Remember to be professional. Your relationships with all school staff (principals, secretaries, teachers, etc.) and students are important in your future career as an educator. Communicate clearly. Dress appropriately. Be courteous and respectful to the principals and teachers who are graciously allowing you into their classrooms. Remember, you are a guest in the school and it is a privilege, not a right, to have access to their campus, faculty, and students. Review Professional Expectations for further information.

Below is a chart representing common standards for appropriate professional attire.  As you prepare for your clinical experience and/or clinical practice, please review the “Dos” and “Don’ts” of professional attire listed below.  Please consider that there will likely be exceptions to the attire listed in this chart in an educational setting.  For example, you may find that a suit is only appropriate during an interview or that tennis shoes are allowed on your school’s campus.  Please be sure to review your school site’s expectations for professional attire (which may be listed in an employee handbook) and, when in doubt, always error on the side of more professional dress.

DoDon'tDepends on setting – verify with supervisor
Khakis/Dockers/Dress Slacks, worn at waist Shorts Polo/golf shirts
Skirts, mid-thigh or longer Mini skirts Denim jeans or shorts
Capri pants, mid-calf or longer Leggings or spandex Athletic wear/sweats
Suits Denim/corduroy/leather Hats *
Button down shirts with collars or blouses, short or long sleeve Sweatshirts/hoodies Sneakers/tennis shoes
Sweaters Crop tops/midriff exposed/spaghetti straps/tank tops
Dress shoes or dress sandals Flip flops, tennis shoes/sneakers
Clothing with holes, frayed ends
Exposed undergarments (bra straps, boxers), fishnet stockings

* Head coverings for religious purposes are acceptable in any setting.

  • Once you have identified the school site to conduct your field experience and have received approval from the appropriate school authority, contact the cooperating teacher to develop a schedule to complete the field experience. Be sure to emphasize that you would prefer to participate in the class during instructional time.
  • Call ahead if you cannot arrive at your scheduled time.
  • Reschedule if your field experience occurs during lunch, recess, a planned field trip, or other events.
  • Bring note taking tools with you to the field experience, such as: notebook, clipboard, pen, pencil, tablet
  • Write down any questions you would like to ask the cooperating teacher, if time permits.
  • Talk with the teacher before class to identify the expected learning outcomes and plan how you can be involved in the classroom activity.
  • Some field experience activities only require (or permit) you to observe. Think of these field experience observations as “active observation”. It means active listening, professional engagement with the teacher, and critical thinking. It is the opportunity for applying theory you have learned in your coursework to real-life practice.
  • Review Observation Techniques for more information.
  • Classroom experiences should be fact-based and unbiased. Your value judgments should not enter the classroom.
  • Learn from the teachers to whom you are assigned; you will see instructional techniques that you will want to replicate and you will see others that you will not want to model. The time that you spend with teachers, students, and classrooms will be invaluable to you as you begin your teaching career.
  • Review Observation Techniques for more information.

Be aware of teachable moments – times when the activity you are participating in doesn’t go quite as planned. Teachers are experts at “seizing the moment.” Make notes to determine if you can identify when the teacher seized a teachable moment and when they ignored such opportunities. You will learn a great deal by asking a teacher why certain things occur or do not occur in his/her classroom.

As you take notes during the field experience, be thorough by noting specific details regarding classroom occurrences (e.g., instructional techniques, student responses, etc.), as well as the following basic information:

  • Your name
  • Date of the classroom field experience
  • The name of the school where the field experience occurred
  • The grade level of the students
  • The number of students, teachers, and other adults present during the field experience

Observation Techniques

Before you begin the observation, find a location to sit where you are inconspicuous and will not cause any distractions.

  • Notice the entire school first
    • Location, building age, maintenance, parking, yard, and so on
    • Pay attention to how you are welcomed to the office; sign in as a guest.

When observing in a teacher’s classroom, be alert and aware of the dynamics of the classroom.

General Information

  • Grade
  • Number of children
  • Teacher and teacher’s aide (if there is one)
  • Time and date of visit (include length of visit)
    • How is the classroom set-up?
    • How are the children’s desks arranged?
    • Where is the teacher’s desk located in the classroom?
    • Are bulletin boards, interest centers, and children’s work displayed?
    • Consider the lighting, ventilation, and safety (no blocked doorways, for example). Is the room neat?
    • Are there working computers?
    • Are the computers turned on? Are they being used?
  • Notice the attire.
  • Pay attention to the rapport with children.
  • Take note of the lesson delivery, such as techniques and strategies used.
  • Observe the classroom management style.
  • Can you determine the instructional objectives for the lesson? Is a lesson plan being used?
  • Can you identify the standard or standards being addressed?
  • Does the lesson flow smoothly, or is it interrupted?
  • How are children reacting to and receiving the instruction? Do some students appear to be lost? Are some students inattentive? Is there discussion? Are questions being answered? Is higher-order thinking occurring?
  • Is the discussion including many children, or just a few? Are only the same ones participating?
  • Are children given times to complete their work? What is the teacher doing while the students complete their work? Are students provided with guided practice?
  • What are the obvious behaviors of the children? Are some having trouble? What do the ones who finish early do?
  • Is there an assessment at the end of the period? Is there closure to the lesson?
  • How was the content delivered?
  • If children are conducting research, are there adequate materials? Are children writing in their own words? What is the teacher doing?
  • What did you like about the observation? Why?
  • What would you do differently? Why?
  • Ask the teacher questions about what you observed, if time permits.
  • Follow- up with a thank you note to the teacher you observed.
  • Enter the details of your field experience session into My Time Log as soon as you return home.

Alternative Field Experience Settings

Summertime can be a challenging time for teacher candidates to locate appropriate sites for completing course field experience assignments and program field experience requirements. The ideal environment for teacher candidates to complete field experience is in a classroom setting under the supervision of a certified teacher. Some schools and districts have year-round or modified school year schedules. These would be the first choice for summer field experiences. Many schools and districts also offer summer school programs for high-risk or underprivileged students. These also provide optimal field experience opportunities.

Alternatives

  • If a school environment is not available to teacher candidates during the summer months, other acceptable field experiences may be available in the community. Alternative field experience opportunities should be instructor-led educational events for K–12 students. Examples may include but are not limited to the following:
    • Math or science camps, often sponsored by local school districts, colleges, or universities
    • Educational programs at science centers, museums, and zoos

Up to 10 hours of field experience can be logged by taking part in suggested activities, which include the following:

  • Parent–teacher organization meetings (excluding their own child’s school), school board meetings, grade level and content area meetings, and all-school staff meetings and training
  • Workshops and conferences for educators (Teacher candidates can check with local school districts, the state department of education, local colleges and universities, and professional organizations for schedules of events.)

Please Note the Following:

  • You must understand that although you can complete the assignment objectives through an alternative observation, the original field experience assignment in a formal classroom setting must still be fulfilled and documented in My Time Log at a later time. You will not be eligible for student teaching until they are complete.

Clinical Practice (Student Teaching)

Clinical Practice (student teaching) is an integral component of the teacher preparation program. It provides candidates with a field-based experience at the appropriate grade and content level. Candidates work with a cooperating teacher from a school site and with a University of Phoenix practicum faculty supervisor. Candidates experience a clinical supervision model during the initial phase of clinical practice (student teaching) that utilizes observation, analysis, reflection, and conferencing components.

Additionally, candidates will be responsible for completing topical assignments designed to demonstrate practical application of skills and knowledge gleaned from program curriculum. The completion of each assignment is scheduled to coincide with practicum faculty supervisor visitations and/or clinical practice (student teaching) seminars; the content of these assignments will form the basis for discussion at the visitations and/or during the seminars. The clinical practice (student teaching) experience is designed to emphasize the achievement of state-specific standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified classroom teacher.

Policies

Clinical Practice (student teaching) is a full-time experience.

  1. Candidates must take the appropriate clinical practice (student teaching) coursework concurrently with the onsite clinical practice (student teaching) experience. If a candidate chooses to postpone the clinical practice (student teaching) experience, they must postpone enrollment in the corresponding clinical practice (student teaching) coursework.
  2. Candidates must earn a “B” or better in all summative evaluations conducted in the clinical practice experience as well as the final seminar coursework grades. If a candidate receives less than a “B” (B- or lower, or an Incomplete), they must repeat the course AND the clinical practice (student teaching) experience.
  3. Clinical Practice (student teaching) and concurrent clinical practice (student teaching) seminar coursework can only be repeated one time.  Candidates must complete a Supplemental standards process after their first failed attempt of the course or concurrent experience prior to being eligible for their second and final attempt at clinical practice (student teaching) and the concurrent clinical practice (student teaching) seminar coursework.
  4. Candidates enrolled in the MAED/TED program must student teach in either an elementary or secondary general education  setting based on their program specialization and may not student teach in special education. Candidates seeking special education certification must be enrolled in the MAED/SPE program and complete clinical practice in a mild-moderate Special Education setting.
  5. It is recommended that candidates complete their clinical practice (student teaching) block within twelve (12) months from the completion date of their last required course in the program. If candidates defer clinical practice (student teaching) for more than one year, they may encounter changes in state examinations and/or other requirements for teacher certification. Candidates will be responsible for complying with any new state credentialing requirements at the time clinical practice (student teaching) is occurring until completed and they obtain their license.
    • Candidates who are contemplating delaying clinical practice (student teaching) for more than a year may be subject to additional program and financial implications. Candidates are encouraged to consult with the  Academic and Finance to discuss their options in advance.
  6. Candidates will complete either a Teacher Work Sample or the , depending on their program and/or state requirements.

Weeks Required

Teacher candidates will complete a minimum 12-weeks. Some schools, school districts, or states require candidates to complete more than the minimum required weeks of clinical practice (student teaching). Candidates must follow the placement guidelines of their school and school district of their University-approved placement. Some states require more than 12-weeks of clinical practice (student teaching) to be eligible to apply for that state’s teacher certification. For more specifics about the number of weeks required in your state visit here.

Responsibilities

The clinical practice (student teaching) experience encompasses several areas, including: orientation, observation, planning, teaching, and evaluation. The orientation period will be followed by a time of observation and limited classroom participation. This important phase of the experience is designed for the candidate to become acquainted with classroom procedures and materials.

It is essential that the student teacher notify either the University practicum faculty supervisor or cooperating teacher as soon as any concern with assignment(s) arises. During the clinical practice experience, the candidate needs to meet the requirements placed upon other teachers in the school district. This includes following the school/school district’s calendar, attendance policy, call-in procedures, etc. It is essential that you discuss these expectations with the cooperating teacher prior to the start of the experience.

If the candidate is ill and must be , they must call the University practicum faculty supervisor and cooperating teacher as soon as possible. The candidate must always have emergency lesson plans available for a substitute teacher. The candidate may not be absent from  clinical practice (student teaching) to attend a job interview. The student teacher must contact the University Education Program Specialist immediately if they cannot complete the clinical practice assignment for any reason.

To receive full credit for the  clinical practice (student teaching) experience, the candidate is required to complete all assignments as noted by the University Practicum Faculty Supervisor and in the clinical practice seminar coursework. These may include, but are not limited to, the following:

Daily Lesson Plans

Written daily lesson plans are required of all candidates. The cooperating teacher should be considered a resource person in this effort. The plans should be submitted to the cooperating teacher at least 24 hours prior to teaching the lesson. The candidate must also submit a minimum of one lesson plan weekly to Tk20 to the University practicum faculty supervisor for review and feedback.

Additional Responsibilities

  • Becoming familiar with the school’s programs, calendar, policies, community, consumer base, and specific service offerings.
  • Contact your Practicum Faculty Supervisor to introduce yourself and schedule the orientation meeting
  • Participating in an observation cycle of master teachers noting routines, student learning styles, teaching style, delivery of curricula, and classroom management.
  • Developing lesson plans collaboratively with the cooperating teacher that satisfy state standards and local school district curricula.
  • Collaborating with the cooperating teacher on designing and implementing the Teacher Work Sample or edTPA portfolio, as required, during the experience.
  • Maintaining informal anecdotal records (noting students’ learning styles, teaching strategies, what works with students, positive experiences, reactions, etc.).
  • Studying the school or school district’s progress reporting system. The cooperating teacher will model collecting appropriate student class work, diagnosis, and writing/scoring the student progress report.
  • Collecting artifacts and data for the electronic portfolio and maintaining back-up copies of portfolio artifacts.
  • Participating in the professional activities of a classroom teacher.
  • Conferring with and/or observing teaching staff involved with students instructed in special programs or services (speech, English as a Second Language (ESL), Honors (gifted) programs, special education, occupational therapy, physical therapy, etc.).
  • Contacting the cooperating teacher prior to arrival at the school regarding the material they will be responsible for at the start of clinical practice (student teaching). The candidate must prepare any materials, lessons, etc. needed to begin clinical practice (student teaching).
  • Reviewing the school’s regulations. As a “co-teacher” in the system, the candidate will enforce the student regulations and observe the teacher regulations as if they were a contracted teacher in the school.
  • Carefully planning effective lesson plans.
  • Utilizing a variety of teaching methods in the classroom.
  • Providing an effective learning environment for all students.
  • Maintaining effective classroom management procedures.
  • Completing the required number of weeks according to State Department of Education regulations.
  • Notifying both the cooperating teacher and University practicum faculty supervisor if they must miss school due to an emergency or serious personal issue.
  • Submitting complete lesson plans to the cooperating teacher if they must be absent due to an emergency or serious personal issue.
  • Fulfilling the commitment to clinical practice (student teaching) and the school. The candidate must not request time off to attend other functions such as weddings, job fairs, travel, etc. If  the candidate is absent due to an emergency or serious personal issue one to five days during the semester, all absences will be made up before the end of clinical practice. If the candidateis absent for more than five days, the candidate must withdraw and retake clinical practice and the coinciding seminar coursework.
  • Completing end-of-course surveys through Tk20.

The faculty member assigned by the University of Phoenix to supervise individual candidates during fieldwork and to work collaboratively with the cooperating teacher is an important ingredient in clinical practice success. The practicum faculty supervisor serves as an ongoing resource for the cooperating teacher in the school, and monitors and evaluates the candidate’s progress. This faculty member must have a master or doctoral degree and must have experience in supervision. Practicum faculty supervisors use evaluation instruments, standard observation, feedback, and coaching strategies to assist candidates in developing instructional and management skills during their time in the classroom. The practicum faculty supervisor is responsible for observing and evaluating candidates during clinical practice (student teaching). This is accomplished through frequent observation and feedback sessions with candidates using the forms provided in the module. It is up to the faculty member to determine each candidate’s supervision schedule in consultation with the candidate’s cooperating teacher to create an individualized plan to best suit the needs of the candidate. The candidate may also indicate a need for more intensive supervision for a period of time or because of issues with a particular skill. It is the University’s intent that all clinical practice experiences are individualized based upon a candidate’s performance and progress in the classroom.

The responsibilities of the practicum faculty supervisor are to:

  • Make initial contact with the cooperating teacher.
  • Describe expectations for the candidate and the role of the designated cooperating teacher.
  • Conduct site visits to each assigned candidate for the purposes of:
    1. Monitoring candidate progress in an accurate and timely fashion.
    2. Verifying attendance.
    3. Troubleshooting problem areas.
  • Meet periodically with the cooperating teacher to discuss the candidate’s performance and to answer any questions.
  • Require the candidate to notify the practicum faculty supervisor immediately of any emergencies or personal issues that will result in an absence.
  • Inform the candidate that missed days must be made up (absence from teaching experience of more than 5 days requires the candidate to withdraw and re-take clinical practice and coinciding seminar coursework.
  • Immediately notify the University of any concerns related to the candidate’s performance, the cooperating teacher’s performance, or any other issues that warrant University administrative attention.
  • Communicate clearly and directly with the candidate at all times. It is imperative that graduates from the program are skillful, knowledgeable, and well prepared. If the practicum faculty supervisor has concerns about the content knowledge or performance of the candidate at any point in the experience, the faculty member should immediately report these concerns to the faculty chair.
  • Ensure that the cooperating teacher assists the candidate in developing and implementing Teacher Performance Assessment or Teacher Work Sample.
  • Conduct informal and formal evaluations of the candidate and submit these evaluations to Tk20 by the communicated deadlines. This includes the midterm and final evaluation and grade forms. Weekly feedback and resources are submitted to Tk20, as well.

The cooperating teacher is an integral part of the student teaching experience. The experience and knowledge that the cooperating teacher shares with the student teacher is key to the success of the experience. The cooperating teacher is a classroom teacher designated to oversee, evaluate, and provide feedback to the student teacher on a daily basis. The cooperating teacher should not be a first year teacher, should have at least three years of teaching experience, hold a professional license, and, ideally, will possess a master degree. These supervisors should have demonstrated experience and excellence in classroom management; student engagement; lesson planning, delivery, differentiation, and assessment; and, mentorship of teachers and teacher candidates.  Cooperating teachers will use evaluation instruments, standard observation, feedback, and coaching strategies to assist student teachers in developing their instructional and management skills during their time in the classroom. The University provides a stipend for professional services to the cooperating teacher.

Cooperating teachers are an integral part of the student teaching experience. They are expected to:

  • Facilitate development of the Teacher Performance Assessment or Teacher Work Sample.
  • Provide time for the Teacher Performance Assessment or Teacher Work Sample to be implemented in the classroom.
  • Assist in orienting the student teacher to the school, classroom, and the students, along with school district policies, rules, and regulations.
  • Supervise the student teacher on a daily basis.
  • Phase the student teacher into the teaching/observation cycle. Candidates will begin their experience acting as an observer and will gradually expand their responsibilities in the classroom. The student teacher should be fully in charge of classroom instruction for the final two – three weeks of the experience.
  • Provide prompt and substantive feedback to the student teacher regarding all performance activities and interactions with school personnel, students, and parents.
  • Work with the student teacher to develop a schedule of responsibilities.
  • Set and communicate standards for the daily lesson plans that the student teacher is expected to develop.
  • Review the student teacher’s lesson plans to allow for revisions where necessary.
  • Communicate the student teacher’s progress to the University faculty supervisor via face-to-face discussion or telephone contact. This communication is established by the University faculty supervisor for the purposes of on-going performance review.
  • Complete evaluations of the student teacher’s progress using the forms provided in the module and on the electronic portfolio and submit them to the faculty supervisor after reviewing them with the student teacher.
  • Complete a mid-term and final evaluation using the forms provided by the University, review with the student teacher, and submit them to the University faculty supervisor.
  • Collaborate with the University faculty supervisor to assist the student teacher in developing identified skill and knowledge deficiencies throughout the student teaching experience.
  • Immediately inform the faculty supervisor of any concerns regarding the student teacher.
  • The faculty supervisor can be reached directly and provides a phone number and times of availability.
  • Establish a time to talk with the student teacher about his/her activities, impressions, reflections, suggestions for goals, and areas of improvement.

Clinical Practice (Student Teaching) Resources

General Resources

  1. Lesson Plan Template – If your school does not have a formal, in-depth lesson plan model, please use this attachment when creating your lesson plans. If your school’s model is similarly in-depth, you may use their template.
  2. Non-edTPA Clinical practice (student teaching) Orientation – This PowerPoint outlines your clinical practice visually, discussing your practicum, corresponding seminar courses, and your all-important midterm and final evaluations.
  3. Roles and Responsibilities – Need a little more information about your responsibilities? Please review this document in detail. We hold our students to a high standard and want to ensure you are aware of your role.
  4. Standard Orientation Checklist – Before beginning your clinical practice, your Practicum Faculty Supervisor should review this checklist with you and your Cooperating Teacher. The checklist will be reviewed during the Orientation visit, but, but this is for you to view should you wish to preview it.
  5. TK20 Resource Guide – This is the system you will be submitting items to throughout your Clinical Practice (Student Teaching) experience.  This helpful source will guide you through the submission process.
  6. Clinical practice Practicum – Networking Guide – How can you make a good impression and ensure you are meeting expectations? Here are some helpful tips based on past students’ experiences.

FAQs

  1. What is the Teacher Work Sample (TWS) and what does it involve?
  2. What is the recommended schedule for Clinical Practice (Student Teaching)?
    • The Education Program Specialist (Clinical Practice) will be in contact with the Cooperating Teacher and Candidate regarding required evaluation due dates. Please abide by these due dates and inform the Education Program Specialist should any adjustments be needed. While most of our students will complete 12 week practicums, some states and districts may vary. Each student and teacher will receive confirmation of this information within the approval and welcome email.
    • Sample Suggested Schedules:
      1. 12-14 Week Suggested Schedule – Suitable for 12 to 14 Weeks Early Childhood, Secondary, and Special Education (Standard Programs)
      2. 12-14 Week Suggested Schedule – Own Classroom Candidates
      3. 15- 16 Week Suggested Schedule with 6 Faculty Supervisor Visits – This schedule applies to states and districts who require 15 – 16 weeks and 6 Supervisory visits.
      4. 6-Week Suggested Schedule – Early Childhood Education – remaining dual placements only.
  3. What is the Clinical Practice (Student Teaching) attendance policy?
    • Clinical Practice (Student Teaching) is a full time responsibility. Students should work the same contracted hours as the Cooperating Teacher. Should an unexpected need arise for an absence from Clinical Practice (Student Teaching), including snow/inclement weather days, you must:
      1. Notify your Cooperating Teacher, Practicum Faculty Supervisor, and Education Program Specialist either by phone or email, to explain the absence.
      2. Provide your Cooperating Teacher with plans to cover any missed lessons.
      3. Submit the Absence Form to your Education Program Specialist within three working days of the absence (form attached below).
    • Note: Any missed days due to personal reasons must be made up at the end of the clinical practice (student teaching)/ experience. If more than five days (excluding school closure days) are missed over the course of the practicum, clinical practice will be terminated and the practicum deemed “unsuccessful.”
    • Exception:  If three or more days are missed due to school closure those days must be made up at the end of the clinical practice experience. Please report all school closure days using the absence form. i.e. Two school closure days will be considered excused– the third and all following, will be made up by adjusting the end date. School closure days will not count against your personal absences.
    • Candidate Absence Form
  4. How will I be evaluated during Clinical Practice Clinical practice (Student Teaching)?
  5. I’ve finished my Clinical Practice (Student Teaching). What are my next steps?
    • Helpful Items:
      1. Graduation and Certification Requirements – Student Checklist: This document lists program (degree) requirements for UOPX compared to and distinguished from your state’s specific certification requirements (granted by the state Department’s of Education). Students are responsible for researching and understanding both, as additional steps may be required to meet one’s state requirements. Please review UOPX teacher licensure page.
      2. AZ Institutional Recommendation Form (AZ IR) – Arizona Certification Only: For Arizona Certification only, to be submitted after student has graduated. Send us page 3 and we will add page 4 and send it back to you at the address you have listed in your student file.
      3. Digital FERPA Release Form Instructions: Digital FERPA instructions, giving University of Phoenix permissions to release documentation to a 3rd party. This will be required if you have a document that is REQUIRED to be sent directly to them. All other items will be sent to your home address.
      4. Graduation and Certification Process Map and FAQs: GREAT resource for upcoming graduates! This document covers the graduation process and information around certification.
    • Print the above “Graduation and Certification Process Map and FAQs” and the “Graduation and Certification Requirements – Student Checklist” documents for your convenience in following your progress and anticipating next steps. The process is simplified for easy understanding.
    • End-of-Program Process:
      1. Finish your seminar courses successfully, earning a “B” or better.
      2. Work with your academic counselor to apply for graduation once your official grade posts in your last seminar course.
      3. Research your state’s requirements (or Arizona if applicable) for licensure. Licensure is granted through the State Department of Education, not through the University. Please start by visiting our teacher licensure page which has information about the steps for applying for licensure in all the states we offer our programs.
      4. If your state requires that UOPX signs any documentation to verify your program requirements, submit the form(s) to your Education Program Specialist within 1 year (subject to change) of the completion of your successful clinical practice activities. (All required exams and fingerprinting must be successfully completed first.) As an Arizona Institution we can provide Arizona’s required form, called the Institutional Recommendation (IR). Please see attachment above.
      5. Submit all required documents to your applicable State Department of Education for licensure.

edTPA Overview

All candidates are required to complete a Teacher Performance Assessment as part of their program and/or to meet state certification requirements. If you are unsure whether you need to complete edTPA please consult with your Education Program Specialist.

edTPA is a pre-service teacher assessment process designed by professional teachers to prepare teacher candidates with the skills necessary to maximize their students learning potential. edTPA is comparable to other professional licensing exams (i.e. attorney’s bar exam, registered nurse exam, architect exam) that demand applications of skills in the profession. In order to prepare and assess teacher candidates, edTPA includes multiple assessments of teaching (planning, instruction, assessment and teaching analysis).

For more information, review additional edTPA resources found under the Toolkits in the navigation pane above.

Other edTPA Resources

  1. edTPA  Orientation Checklist – Your practicum faculty supervisor will go over this checklist with you and your cooperating teacher in your orientation meeting.
  2. edTPA Student Teacher Orientation – Review this presentation prior to beginning your practicum and ask for clarification from your Education Program Specialist (EPS) if needed.
  3. edTPA Lesson Plan Template
  4. edTPA Video Release Form – Video Release Form (English and Spanish options are included). Please fill in your information.
  5. edTPA Testing Information and Resources
  6. TK20 Resource Guide – This is the system you will be submitting items to throughout your Clinical Practice (Student Teaching) experience.  This helpful source will guide you through the submission process.

FAQs

  1. What is the recommended schedule and attendance policy for Clinical Practice (Student Teaching)?
    • Clinical practice is a full-time responsibility. Students should work the same contracted hours as the Cooperating Teacher. Should an unexpected need arise for an absence from clinical practice including snow/school closure days, you must:
      1. Notify your Cooperating Teacher, Practicum Faculty Supervisor, and Education Program Specialist either by phone or email, to explain the absence.
      2. Provide your Cooperating Teacher with plans to cover any missed lessons.
      3. Submit the Absence Form to your Education Program Specialist within three working days of the absence (form attached below).
    • Note: Any missed days due to personal reasons must be made up at the end of the clinical practice (student teaching). If more than five days (excluding school closure days) are missed over the course of the practicum, clinical practice (student teaching) will be terminated and the practicum deemed “unsuccessful.”
    • Exception:  If three or more days are missed due to school closure (causing a school closure) those days must be made up at the end of the clinical practicum experience. Please report all school closure days using the absence form. i.e. Two school closure days will be considered excused– the third and all following, will be made up by adjusting the end date. School closure days will not count against your personal absences.
    • Suggested schedules are below, based on the typical 12 week requirement. Should your state or program differ, please adjust accordingly.
      1. 12-14 Week edTPA Suggested Schedule – Suggested schedule for candidates.
      2. edTPA Own Classroom Suggested Schedule – Suggested schedule for students teaching in their own, contracted classroom.
      3. 15-16 Week Suggested Schedule with 6 Faculty Supervisor Visits – This schedule applies to states and districts who require 15 – 16 weeks and 6 Supervisory visits.
      4. Student Teacher Absence Form – Please submit signed form within 3 days of an absence.
  2. How will I be evaluated during Clinical Practice (Student Teaching)?
    • Please identify the evaluation form that matches your program, below in the Student Teaching Evaluations section. You may then view a sample (printable version) of the evaluation that your Faculty Supervisor and Cooperating Teacher will be completing for you online. These are for your convenience only and do not replace the online forms that will be required, via Tk20.
    • Standard Informal Student Teacher Observation Form
  3. I’ve finished my Clinical Practice (Student Teaching). What are my next steps?
    • Helpful Items:
      1. Graduation and Certification Requirements – Student Checklist: This document lists program (degree) requirements for UOPX compared to state certification requirements (granted by the State Departments of Education). Students are responsible for researching and understanding both, as additional steps may be required to meet one’s state requirements.
      2. AZ Institutional Recommendation Form (AZ IR) – Arizona Certification Only: For Arizona Certification only, to be submitted after student has graduated. Send us page 3 and we will add page 4 and send it back to you at the address you have listed in your student file.
      3. Digital FERPA Release Form Instructions: Digital FERPA instructions, giving University of Phoenix permissions to release documentation to a 3rd party. This will be required if you have a document that is REQUIRED to be sent directly to them. All other items will be sent to your home address.
      4. Graduation and Certification Process Map and FAQs: GREAT resource for upcoming graduates! This document covers the graduation process and paperwork for certification.
    • Print the above “Graduation and Certification Process Map and FAQs” and the “Graduation and Certification Requirements – Student Checklist” documents for your convenience in following your progress and anticipating next steps. The process is simplified for easy understanding.
    • End-of-Program Process:
      1. Finish your seminar courses successfully, earning a “B” or better.
      2. Work with your academic counselor to apply for graduation once your official grade posts in your last seminar course.
      3. Research your state’s requirements (or Arizona if applicable) for licensure. Licensure is granted through the State Department of Education, not through the University. Please start by visiting our teacher licensure page which has information about the steps for applying for licensure in all the states we offer our programs.
      4. If your state requires that UOPX signs any documentation to verify your program requirements, submit the form(s) to your EPS within 1 year (subject to change) of the completion of your clinical practice (student teaching) program. (All required exams and fingerprinting must be successfully completed first.) As an Arizona Institution we can provide Arizona’s required form, called the Institutional Recommendation (IR). Please see attachment above.
      5. Submit all required documents to the applicable State Department of Education for licensure.

General Resources

  1. FS Annual Information Updates 2021-2022 PowerPoint
  2. Tips for Successful Supervision
  3. Teacher Work Sample Talking Points – TWS discussion check in for candidate
  4. Weekly Reflection Questions – Suggested weekly reflection questions to pose for your Student Teacher in TK20.
  5. TK20 Resource Guide

Suggested Schedules for Clinical Practice (Student Teaching)

  1. 12-14 Week Suggested Schedule – 4 visits – Early Childhood, Elementary, Secondary, & Special Education (Standard Programs)
  2. 12-14 Week Suggested Schedule – Own Classroom
  3. 15-16 Week Suggested Schedule – This schedule applies to states and districts who require 15 – 16 weeks and 6 Supervisory visits.
  4. 6 Week Suggested Schedule – Early Childhood Education – For students residing in states where separate, six-week placements are required.

Please be cognizant of state regulatory requiremens (see the Weeks Required section above). The Faculty Development Chair (FDC) will be in contact with the Practicum Faculty Supervisor regarding required evaluation due dates. Please abide by these due dates and inform the Faculty Development Chair should any adjustments be needed.

Expense Resources for Practicum Faculty Supervisors

  1. UOPX Faculty Expense Manual
  2. Faculty Expense Guidelines

Initial Visit/Orientation with Student Teacher and Cooperating Teacher

  1. Standard Orientation ChecklistRequired – The Orientation Checklist may be used to guide the Orientation visit with the Cooperating Teacher and Candidate. Upon completion of the Orientation, all individuals will complete an electronic acknowledgment of the visit within Tk20
  2. Supervisor to Student Talking Points – Please review with your candidate before experience begins
  3. Supplemental Standards – Standards required of all University of Phoenix students

Informal Visits

Practicum faculty supervisors will complete a minimum of one informal visit, typically in week three of the experience. The observation will be documented in Tk20. For more information regarding the evaluation process and TK20, visit the TK20 Practicum Faculty Supervisor User Guide.

  1. Informal Observation CPAST

Formal Visits

Formal Evaluation visits are scheduled at the half-way point (midterm) and end of the student teaching experience (final), and are pre-arranged with the Candidate, Cooperating Teacher, and Practicum Faculty Supervisor. Cooperating Teachers submit a midterm and final evaluation in TK20 as well. The midterm and final grade forms are to be submitted by the Practicum Faculty Supervisor in TK20, but completed in collaboration with the Cooperating Teacher.

What if I have questions about TK20?

Please visit our TK20 Practicum Faculty Supervisor User Guide for detailed instructions or contact your Faculty Development Chair (FDC)

TK20 Practicum Faculty Supervisor User Guide

edTPA Toolkit (For states or programs requiring edTPA only)

Currently required in DE, MD, NJ, NC, TN, UT and TED-E/S v8 and v9

  1. edTPA Overview PowerPoint
  2. Guidelines for Supporting edTPA Candidates
  3. edTPA Orientation Checklist
  4. edTPA Faculty Meeting Log
  5. edTPA Informal Evaluation Form
  6. edTPA Lesson Segment Reflection Questions
  7. edTPA Lesson Segment Template
  8. edTPA Timeline
  9. edTPA Video Release Form
  10. edTPA Tips and Tools
  11. edTPA Task 1 Tips
  12. edTPA Task 2 Tips
  13. edTPA Task 3 Tips

Attendance Policy

Clinical practice is a full-time responsibility. Should an unexpected need arise for an absence from clinical practice, including school closure days, the candidate must:

  1. Notify the Cooperating Teacher, Practicum Faculty Supervisor, and Education Program Specialist either by phone or email, to explain the absence.
  2. Provide the Cooperating Teacher with plans to cover any missed lessons.
  3. Submit the Absence Form to the Education Program Specialist within three working days of the absence.

Note: Any missed days due to personal reasons must be made up at the end of the clinical practice experience. If more than five days (excluding school closure days) are missed over the course of the practicum, clinical practice will be terminated and the practicum deemed “unsuccessful.”

Exception:  If three or more days are missed due to school closures, those days must be made up at the end of the practicum experience. We will need an absence form for any number of missed days for records purposes.

General Resources

  1. Cooperating Teacher Orientation Powerpoint – Non-edTPA
  2. Cooperating Teacher Orientation Powerpoint – edTPA
  3. Cooperating Teacher Responsibilities – Non-edTPA
  4. Cooperating Teacher Responsibilities – edTPA
  5. Cooperating Teacher Responsibilities – Own Classroom Candidate – Non-edTPA
  6. Cooperating Teacher Responsibilities – Own Classroom Candidate – edTPA
  7. Cooperating Teacher Guidelines
  8. W-9 for Cooperating Teachers – Please note: some districts require cooperating teachers to be paid via the district or school, rather than receiving direct payment. Please check with your district HR if you are unsure of the protocol.
  9. Standard Orientation Checklist
  10. Weekly Checkpoints Form (optional for CT) – Optional form to aid in candidate/cooperating teacher communication.
  11. Informal Observation CPAST (optional for CT) – Optional form for the cooperating teacher to provide informal feedback to the candidate on progress during the experience.
  12. edTPA Lesson Segment Template

Suggested Schedules for Clinical Practice (Student Teaching)

  1. 12-14 Week Suggested Schedule – 4 visits – Early Childhood, Elementary, Secondary, & Special Education (Standard Programs)
  2. 12-14 Week Suggested Schedule – Own Classroom
  3. 15-16 Week Suggested Schedule – This schedule applies to states and districts who require 15 – 16 weeks and 6 Supervisory visits.
  4. 6 Week Suggested Schedule – Early Childhood Education (ECH) – For students residing in states with separate, six-week placements. All ECH candidates were transitioned to a single setting placement in April of 2021. This resource is available only for Candidates who were pre-approved by their EPS prior to 4/1/2021 for a six-week dual placement.

The Education Program Specialist (EPS) will be in contact with the Cooperating teacher and Candidate regarding required evaluation due dates. Please abide by these due dates and inform the Education Program Specialist should any adjustments be needed. Please be cognizant of state regulatory requirements (see the Weeks Required section above).

Attendance Policy

Clinical practice is a full time responsibility. Should an unexpected need arise for an absence from clinical practice, including school closure days, the candidate must:

  1. Notify the Cooperating Teacher, Faculty Supervisor, and Education Program Specialist either by phone or email, to explain the absence.
  2. Provide the Cooperating Teacher with plans to cover any missed lessons.
  3. Submit the Absence Form in TK20 within three working days of the absence.

Note: Any missed days due to personal reasons must be made up at the end of the clinical practice (student teaching) experience. If more than five days (excluding school closure days) are missed over the course of the practicum, clinical practice (student teaching) will be terminated and the practicum deemed “unsuccessful.”

Exception:  If three or more days are missed due to school closure, those days must be made up at the end of the practicum experience. We will need an absence form for any number of missed days for records purposes.

Evaluation Forms (Updated August 2020)

All evaluations must be completed in TK20. The CPAST evaluation form that is the same for all programs and content areas. The form is located in TK20 within the forms section of the candidate’s binder. For more information on the evaluation form visit:

https://multimedia.phoenix.edu/education/teacher-evaluation/ 

What if I have questions about TK20?

Please visit our TK20 Cooperating Teacher User Guide for detailed instructions or contact your Education Program Specialist (EPS).


Clinical Practice (Student Teaching) Evalutations

Secondary Education

Clinical practice (student teaching) Forms

The College of Education has made a determination as to whether program requirements in your home state meets, or does not meet, that state’s teacher licensure requirements, or has made no such determination. Please regularly check your home state as listed to review our determination of your state’s requirements through this link, https://www.phoenix.edu/colleges/college-of-education/teacher-licensure/state-requirements.html