Urban Institute for Teacher Education

Please select the topic you would like to view in the tabs to the left. Topics include:

1. Academic Progress, Program Standing, & Licensure Recommendation
2. Exams
3. Supervision and Conference Guidelines During Student Teaching
4. Problems and Interventions During Student Teaching
5. Program Postponement Policy
6. Alternative Student Teaching Placement
7. Application for Teaching License
8. Substitute Teaching Policy
9. Student Fees
10. Liability & Legal Responsibilities of Teacher Candidates
11. Insurance Coverage
12. Student Retention
13. Work Stoppages in Cooperating School Districts

Exams

Content Tests

Language teaching majors and minors are required to pass a formal Oral Proficiency Interview from the American Council on Teaching of Foreign Languages (ACTFL) administered by Language Testing International. Please contact the secondary education advisor for more information.

You must submit copies of your OPI ratings certificate if applicable, to the Urban Institute for Teacher Education in order to be recommended for your teaching license.

Elementary Exams

Elementary students are required to pass the Foundations of Reading exam. Information can be found on the Program Descriptions and Requirements page, https://uite.utah.edu/students/uite-handbook-program-descriptions/.

If you have questions about the testing requirements, please contact your advisor. Please note: if you inadvertently take a test not listed above, you will be required to take the correct test as listed, and this will cost you additional money.

Supervision and Conference Guidelines during Pre-Student Teaching Practicum and Student Teaching

Observations

Written comments from each University Supervisor observation should be given to the TC within 24 hours of observation of each observation and must be provided to the STE to ensure continuity, cohesion and open communication. Copies of observation notes should be kept on file by the supervisor. Verbal feedback provided to TC should be documented and filed by the Supervisor.

Frequency

TC’S are required to be present at their assigned schools both during fall and spring. During fall, they will be in their classrooms two full days a week for elementary TC’s and a minimum of 54 hours for secondary TC’s. TC Interns will be in their classrooms for the entirety of their teacher contract time. Any changes in field requirements will be made in writing, in advance. TC’s will be formally observed by their CL/US, along with their STE(s).

During the 12 weeks of spring student teaching, elementary CL/US will conduct bi-weekly observations and four formal observations. Secondary CL/US will conduct four formal and related supervisory visits with each individual TC. This level of supervision and connection to our students is the minimum needed to achieve our program goals and to provide TC’s with quality support. See detail in Site Teacher Educator tab in Roles and Responsibilities page.

Evaluations Elementary

Along with informal and formal supervisory visits, CL and/or Supervisors will complete formal evaluation documents for each TC. This will happen one time during the course of the TCs fall pre-student teaching practicum experience and once during the Candidate’s student teaching experience. These documents are called: Pre-Student Teaching Practicum Evaluation (December), and the Final Student Teaching Evaluation (end- March). While the evaluation form content is the same at all intervals, ratings on the form will indicate a TCs progress during the course of his/her student teaching and areas that need improvement.

These evaluations will be completed both by the TCs Cohort Supervisor and STE. The TC must score a ‘3’ on at least 80% of the items within each section, receive a Yes on both Standard 10 questions, and not score a ‘0’ on any items, on the Final Student Teaching Evaluation to be allowed to proceed to completion.

Evaluations Secondary

Along with informal and formal supervisory visits, CL and/or US will complete formal evaluation documents for each TC. This will happen once during the course of the TCs pre-student teaching practicum experience (fall) and once during the TC’s student teaching experience (spring). These documents are called: Pre- Student Teaching Practicum Evaluation (to be completed in December), and the Final Student Teaching Evaluation (to be completed at the end of March).The timeline may be different for those students completing the summer/fall experiences.

While the evaluation form content is the same on all forms, ratings will indicate a TC’s progress during the course of his/her student teaching and areas that need improvement. These evaluations will be completed by both the TCs CS and the STE. The TC must score a ‘3’ on at least 80% of the items within each section, receive a Yes on both Standard 10 questions, and not score a ‘0’ on any items, on the Final Student Teaching Evaluation to be considered for licensure.

Evaluations University Cohort Leader/Supervisor

In conjunction with the formal observations conferences between the CL/US and TC should follow general patterns that include:

1. A conference with the TC before (if needed) and after each observation.

2. The post-observation target TC’s strengths and weaknesses during teaching and should include suggestions for A copy of the written comments from the observation given to the TC within 24 hours of the observation.

3. A written copy should be maintained by the US with all the observation results, feedback given to the TC, and TC comments.

4. If the TC is not supervised by the CL, it is the responsibility of the US to share the observation notes electronically with the CL along with TC’s comments.

Additionally, University CL may complete “touch-base” conferences and may make administrative (touch-base) visits with the STE(s) and TCs when a formal visit is not required for that particular week. Informal, touch-base visits (i.e., partial lesson observations), video tapings, and correspondence will be documented by CL and supervisors.

Finally, the CL/US conducts three-way conferences that include the TC, STE(s), and US. The conferences occur at the pre-student teaching practicum and final evaluation periods.

Furthermore, conferences may occur when TCs and/or student teaching problems begin to surface. In which case, conferences should continue until the problems are resolved (refer to the Problems and Interventions section in this tab).

Site Teacher Educator

STE observations should occur at least once a week for at least one full lesson and include written feedback. In conjunction with the observations, conferences between the STE (s) and TCs should follow a general pattern that includes:

1. STE shares (in a written format) observation results and feedback with the TC immediately after the observation is complete.

2. The TC and STE keep a written document of the observation comments.

3. STE keeps a file of all observations.

4. STE makes all suggestions in writing and gives one dated copy to the TC and keeps one dated copy in her/his file. If there are major concerns, one may also wish to give a copy of all notes to the university CL.

Problems and Interventions During Student Teaching

The following are possible problems that may occur during the student teaching experience that would warrant supervisor intervention and additional conferences with the TC and STE (s). If these problems surface and the CL/US are not aware of the problems, the TC or STE should immediately bring it to the CL attention. There are a number of problems to avoid, including:

1. Poor communication between TC and STE.

2. Ineffective practices in classroom management, instruction, interactions with students, and/or curriculum development.

3. Inappropriate professional conduct by the TC or STE.

4. Incompatibility between the TC and STE.

It is difficult to give an actual sequence of appropriate steps to be taken; however, at minimum the following events should occur:

1. Immediately contact your CL/US to establish a system of communication and contacts.

2. Participate in a three-way conference: The CL/US should convene the conference for the purpose of discussing and clarifying problems, solutions, and consequences of various routes of action. It is important that all parties sign a written agreement that includes problems, solutions, and consequences.

3. Maintain open lines of communication with all parties.

4. For additional consultation contact the Director of the Urban Institute for Teacher. A complete description of students’ rights to appeal may be found at:

https://regulations.utah.edu/academics/6-400.php

Program Postponement Policy

In order to preserve program continuity, facilitate instructor planning, and track TCs, those students who wish to request postponing their experience for one year must apply in writing for an extension. The letter requesting an extension and giving reasons for the request must be sent to the Director of the Urban Institute for Teacher Education. If approved, the student’s name will be placed along with names of recently admitted students awaiting position in a subsequent cohort. If denied, and the student does not return to the cohort, then she/he must reapply for admission.

Note: Reapplication does not mean automatic admission.

Alternative Student Teaching Placement

It is expected that TCs complete the full requirements for student teaching and the affiliated coursework delineated under their respective licensure program. Exceptions, in extremely rare instances, must be made through an appeal in writing to the Director of the Urban Institute for Teacher Education.

The TC should:

1. Direct the letter of request to the Director of the Urban Institute for Teacher Education describing their specific placement request, including a rationale for the Contact information should be included (address, telephone, and email).

2. The letter of request should be sent to the Director of the Urban Institute for Teacher Education, 1721 Campus Center Drive, #2260, Salt Lake City, UT.

If an alternative placement request is approved, then:

1. The Director of the Urban Institute for Teacher Education will notify the TC, CL, UITE advisor, placement principal, and mentor teacher, and meet for the purpose of confirming placement site, dates, and placement.

2. If the alternative placement can be accommodated during the same semester (i.e., spring semester of the licensure year), the TC will remain registered for the appropriate student teaching experience.

3. If the new placement will take place during a subsequent semester (not to exceed two semesters), then the TC will receive a “No Credit” grade for EDU 5395/6395 or 5495/6495 and then must register for EDU 5195/6195 in the semester(s) that the Candidate plans to do her/his student teaching. Attached to that course is a $600 fee for supervision, STE costs, and travel.

6495. a. The TC will receive a “No Credit” in EDU 5395/6395 or 5495/6495. The TC will receive a “Credit” in EDU 5195/6195 Designated Student Teaching upon successful completion of her/his student teaching experience. However, the grade of “No Credit” in EDU 5395/6395 or 5495/6495 will not be changed, as Candidates may not receive credit twice for student teaching.
6496. b. The TC will receive a grade of “Incomplete” in EDU 5391/6391 or 5491/6491 Professional Development & Teacher Research. A letter grade will be reported upon successful completion of course requirements in conjunction with the Designated Student Teaching placement.

The supervisor for EDU 5195/6195 will be determined by the UITE Director. The TC should contact the UITE to obtain the permission number required for registration.

The TC must understand that she/he is still responsible for all cohort requirements which includes, but are not limited to: teaching a minimum of 4 classes (secondary only), attending all cohort seminars and other cohort functions through the end of the semester, and following all current supervision policies and plans.

If an alternative placement request is approved, then the Director of the Urban Institute for Teacher Education will notify the TC, CL, and advisor.

Application for Teaching License

The Utah State Board of Education grants teaching licenses. Upon successful completion of the Teacher Licensure program, Foundations of Reading Assessment (for Elementary candidates) and the Utah State Board of Education licensure requirements; the University of Utah recommends graduates to the USBE for the Utah Professional Teaching License. Course instructors and academic advisors distribute the license applications during spring semester.

The University of Utah’s Elementary licensure program prepares teachers for grades K-6 as part of a K- 8 licensure recommendation to the Utah State Board of Education. Individuals who complete endorsement specialization requirements such as advanced emphases in mathematics are able to teach in K-8 classrooms. Please contact the UITE advisor for information on endorsement course work.

Background Check for Initial Licensure

By legislative mandate, applicants for a teaching license in Utah are required to have had a background check including fingerprinting. For further information contact the Urban Institute for Teacher Education or the Utah State Board of Education, 250 East 500 South, Salt Lake City, UT 84111.

Background checks must be clear the semester prior to student teaching. Students should refer to the UITE Background Check website for more assistance, https://uite.utah.edu/students/background-check/.

Substitute Teaching Policy

The UITE policy regarding the use of TCs as substitutes is as follows:

1. TCs may not be paid as a substitute when they are also involved in university/cohort activities or working on University assignments.

2. TCs may not be used as “unpaid” substitutes in the This issue exploits the TC by the public school personnel (e.g., teacher and/or administrator).

3. During the student teaching experience (which is a full-day experience) the TC may not be paid for substituting as the TC is required to participate in a full- time student teaching assignment and therefore, would not have any time to act as a substitute.

4. If a TCs wants to legally work as paid substitutes during non-university time, they should first make application with the particular district in which they wish to work. The TCs should then follow university and district policies.

5. TCs may not be required, nor should they be coerced, to substitute for a teacher.

6. TCs may, as part of their cohort activities, substitute briefly for a teacher when the following conditions have been met:

a. Coordination of the substitution by the principal, the Site Teacher, and CL for the purpose of releasing the teacher to participate in cohort activities.

b. When the above have been satisfied, then the principal should assign a neighboring teacher to the Candidate’s room as a resources person on whom the TC may rely in emergencies.

Student Fees

University Fees

All student fees must be approved through appropriate University Committees. The following fees concern TCs:

EDU 5390/6390 (cohort seminar for Elementary TCs) and EDU 5490/6490 (cohort seminar for Secondary TCs) are assigned a $150 fee. Fees are used to pay schools where Candidates are placed to offset the cost of school supplies used by TCs during field placements. A portion is also used to offset the cost of mileage for observation and supervision.

EDU 5395/6395 (Elementary student teaching) and EDU 5495/6495 (Secondary student teaching) are each assigned a $150 student fee. Fees are paid to the STE(s) and to offset the cost of mileage for observation and supervision.

EDU 5195/6195 (designated student teaching) is assigned a $600 student fee. This fee pays for the alternative placement supervisor, the STE(s), and to offset the cost of mileage for observation and supervision. The students request for Alternative Placement must have prior departmental approval (see “Alternative Student Teaching Placement” in the Policies and Procedures section of this handbook).

Utah State Board of Education Fees

Prior to beginning licensure year field work, TC Interns are required to obtain an Associate Educator License (AEL) from the Utah State Board of Education. Information regarding applying for the AEL license will be provided to students during their summer coursework.

The final stage of the licensure process requires an application for a license through the Utah State Board of Education. If the TC’s background check expires prior to being recommended for the license, the TC must pay additional fees to renew the background check.

Liability

A teacher’s primary duty is to supervise students and protect them from harm or unsafe situations. Generally, a duty to exercise reasonable supervision exists whenever students are in school or participating in school activities. Reasonable supervision is required before and after school, during class breaks, recesses and lunch, during periods when students are bussed, or while completing teacher-directed activities or assignments. Negligence, in the educational setting, may be defined as failure to provide adequate supervision of students, or engaging in conduct which involves an unreasonable risk of causing injury or allowing harm to occur.

Student Teacher TCs qualify under the Volunteer Government Workers Act of “liability protection and indemnification normally afforded paid government employees.” This affiliation gives teacher immunity from liability should an individual bring suit against the TC for negligence or other unintentional misconduct while performing duties within the scope of the student teaching assignment assignment. A TC is protected unless it is established that the TC’s decisions or actions were grossly negligent, not made in good faith, or were made maliciously. A court would examine the TC’s actions in the context of the assigned duties to determine whether or not that TC was as prudent as could reasonably be expected from a similarly- assigned person in that particular situation.

The nature of what is a reasonable expectation of the Teacher or TC is not identical in all situations. The maturity level of the students, the nature of the activity, the presence of potentially dangerous equipment or circumstances will all have a bearing on the care exercised by the TC. In all schools and classrooms there are situations which are inherently more dangerous than others. The Teacher or TC is required, in more critical situations, to demonstrate greater foresight and exercise greater prudence and supervision.

A TC may be held personally responsible for questionable activities involving students outside of the school setting. Cases in other states have upheld public schools and universities that have dismissed TCs and denied course credit to those whose behavior with or towards students even seemed inappropriate. (Rowe v. Chandler 332 F. Supp. 336).

Teacher negligence is more often declared when there has not been reasonable protection of others against risk or harm. With the possibility of a negligent charge, it has always been essential that the TC understand this rule in protecting her/his pupils. TCs must conduct themselves as a reasonable and prudent person would in like circumstances to avoid the possibility of a charge of negligence. While injury to a student is not evidence that someone is liable, injury to the student places the teacher in a situation which might make them liable if she/he failed to foresee the harmful consequences of her/his action or inaction.

The following are typical questions and answers related to the legal responsibility of TCs:

Q. Is the TC legally responsible or legally liable as they direct the classroom activities in the presence of the STE?

A. No. The district is legally liable unless gross negligence by the TC has taken place. There are several cases relating to TC activities in the presence of a STE. In Clay v. Independent School District of Cedar Falls, Iowa, the court pointed out that the practice teacher: “…does no more than render gratuitous, temporary, or incidental assistance to a competent or duly Certified Teacher, who has the room and pupils in her immediate control or charge.”

Q. Is the TC legally responsible or legally liable as they direct the classroom activities in the absence of the STE?

A. Under Certain Conditions. When the TC performs responsibilities in the absence of the STE, and by so doing acts under self-direction and judgment, it would appear that whether or not there was liability would depend upon the particular circumstances, just as is the case were this an accident in the classroom during the presence of a STE.

If the pupil is injured as a result of an accident when a TC is left in charge and the accident is caused through negligence, the TC may be liable. In addition, the regular teacher and/or the principal  may be held liable if the court found that leaving the room and placing it in the charge of the TC constituted negligence. STE s and principals in these cases should properly instruct the TC to determine, beyond reasonable doubt, that the TC is competent and will render mature judgment.

Criminal Conviction

Teacher licensure through the state of Utah may be denied because of a previous criminal conviction. The Utah Professional Practices Advisory Commission, c/o Executive Secretary, State Board of Education, 250 East 500 South, Salt Lake City, UT 84111, reviews all such cases.

Insurance Coverage

While many districts have excellent liability insurance coverage for employees and officials of the district, the policies do not specifically include TCs and other students assigned as observers, tutors, or aides by the teacher education institutions. Because TCs are not generally classified as employees of districts to which they are assigned, they do not automatically accrue insurance benefits normally given to contract teachers. Teacher Education Institutions are concerned that TCs be adequately covered by liability insurance while student teaching. It is recommended that in addition to the persons normally covered in district policies such as members of Governing Boards, any elected or appointed official of the district and any employee of the district, that any student or Candidate, observing or teaching within the district schools be included in liability coverage.

According to state policy, in the event that districts do not elect to include TCs in their policies, the teacher education institutions should be notified and initiate coverage for students assigned to districts not providing liability insurance benefits. The institutions should then inform students that liability insurance is not available in the district to which they have been assigned and allow students to decide whether or not she/he wants coverage. If she/he decides they do, then the teacher education institution can help the TC obtain coverage through the Student Education Association or other means (private carrier).

TCs may choose to affiliate with either the Student Utah Education Association or the American Federation of Teachers. Both teacher organizations provide student memberships (estimated cost is $25-30 per year) that give students group insurance rates. For additional information, contact the Utah Education Association at 801-266-4461 or the American Federation of Teachers at www.aft.org.

Student Retention

Retention policies and procedures for teacher licensure students have been established by the Urban Institute for Teacher Education to ensure that students recommended for a state teaching license have demonstrated:

1. Academic Competence
a. Maintained a cumulative GPA of 0 in academic coursework.
b. Completed academic prerequisites prior to student teaching.

2. Professional Competence
a. Maintained a cumulative GPA of 0 in professional coursework.
b. Completed professional prerequisites prior to student teaching.
c. Received a grade of “CR” in student teaching.
d. Received passing grades in all education courses; passing grades are determined within individual courses of study:

Undergraduate Elementary & Secondary

Graduate Elementary

Graduate Secondary

3. Non-discrimination toward public school students.

4. Standards for professional behavior.

a. All students admitted to the Urban Institute for Teacher Education are expected to become familiar with and abide by the UPPAC and USBE Administrative Rules, the Handbook’s Standards, Roles and Responsibilities, Policies and Procedures and the Student Code of Ethics at the University of Utah.

Teacher Licensure Candidates should demonstrate the ability to interact with students in a fair and impartial manner, to wit:

The TC will not subject a Public School student to any form of discrimination, harassment, or prejudicial treatment, because of race, color, religion, national origin, sex, country of citizenship, age, political beliefs, or status as a handicapped person. (From the University of Utah Student Bill of Rights, University-Regulations-Chapter 10, Code of Students’ Rights and Responsibilities, Section II E.)

Work Stoppages in Cooperating School Districts

This policy applies to University of Utah students enrolled in approved programs to prepare teachers, administrators, and other school personnel. The policy is intended to cover the situation in which a work stoppage occurs in a school in which a student has been assigned to complete student teaching, a pre-student teaching practicum, internship, or other field-based experiences.

1. The University of Utah shall not require students to be physically present at their assigned school sites in the event of a work stoppage.

University faculty and staff shall not engage in their normal supervisory activities in school sites during work stoppage actions. For that reason, any field-based experiences accrued during a work stoppage will not be credited by the university. Work stoppages of one week duration or less may not require any special arrangement provided that the student can successfully meet minimum certification and program requirements without undue stress.

2. When work stoppages of more than one week occur, the University of Utah may make arrangements for an extended student teaching experience, an alternate placement, or an appropriate substitute experience.

https://uite.utah.edu/students/students-resources/