Urban Institute for Teacher Education

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

1. The Student Teaching Experience
2. Formal Evaluations
3. Formative and Summative Observations
4. Foundations of Reading Assessment

The Student Teaching Experience - Elementary

Elementary Student Teaching Cohort Students

Student teaching in the Elementary program is a two- semester experience in which the TC spends 2-3 days in methods courses and 2 full days in the public school classroom experience during fall semester. During spring semester, the experience culminates in a full-time teaching experience wherein the TC has full responsibility for teaching the students. During spring semester, besides full time student teaching (EDU 5395), the Teacher Candidate is enrolled in EDU 5391: Professional Development Seminar. This class is held one evening per week during the semester. Candidates are required to keep the full contract hours at their respective student teaching site(s). Cohort sequencing is based upon funding and enrollments with standard sessions typically running fall and spring semesters.

Elementary Intern Cohort Students

The Internship program within the Elementary Licensure program is a full-year experience in which the TC Intern is hired by a partnering school district to be the teacher of record in the classroom. TC Interns complete EDU 5201, EDU 5360 and EDU 5380 the summer prior to the licensure year. During fall semester, TC Interns are enrolled in EDU 5310, EDU 5390 as well as their teacher contract hours. Spring semester is the same as the Student Teaching cohort in addition to their teacher contract hours. Intern placements are contingent on meeting minimum Internship requirements, school availability and school district interview outcome. All TC Interns are required to obtain an Associate Educator License (AEL) by July 1 prior to beginning the licensure year. Information regarding obtaining the AEL license is given to interns during their Orientation in April as well as in their EDU 5201 course taken in summer.

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.

The Student Teaching Experience - Secondary

Secondary Cohort Students

Licensure year field experience in the Secondary program is a two-semester experience. During the first semester practicum, TCs spend 3-6 hours a week in a public school classrooms in conjunction with course work designed to prepare TCs for full-time student teaching the subsequent semester.

During second semester, the licensure experience culminates in a full-time teaching opportunity where the TC has full responsibility for 4 classes, or course equivalents, that typically include two content preparations with one required in the TCs content major.

Following an intensive pre-student teaching practicum, TCs begin student teaching at the beginning of the public school schedule in January. Candidates are required to keep the teacher contract hours at their respective student teaching site. It is expected that the TC will take over complete teaching responsibilities of four classes from the start of quarter 3 in the school district they are placed. While the phase in period may vary to some degree, the time period will be determined through collaboration with the CL, the TC, and the STE. The TC should assume full teaching responsibilities by no later than the start of the third term at their respective school site. unless a different schedule is agreed upon by the CL, STE, and TC the timeline may be different for those students completing the summer/fall experiences.

Finally, although TCs only teach a portion of an entire teaching load, they are required to be in attendance the full day (e.g., teacher contract hours, 20 minutes before school and 20 minutes after school) and at the school every day that contract teachers are in attendance (this includes professional development days, teacher work days, etc.).

The Student Teaching Experience for UITE Licensure Programs

Each Elementary and Secondary TC is encouraged to become involved in her/his school’s extracurricular activities, but cautioned to do so only with permission and under STE supervision. Once in the school, TCs are expected to conform to all school rules for teachers paying particular attention to dress codes, smoking regulations, parking rules, and administrative procedures. If the rules and expectations for teachers are unclear, TC should contact their STE.

TCs will be evaluated on the ability to organize subject matter for student learning, on aptitude in creating an environment conducive to student learning, in skill at providing instruction to students, and in effectiveness as a professional educator. The series of evaluations accompanying the licensure year will be based upon the Program Framework.

Evaluation of Field Experiences

While all TCs from the University of Utah’s Teacher Licensure programs complete their programs at a basic or proficient level, we believe that teachers continue their professional development over the course of their career. Distinguished performance is an on-going process. Following are descriptions useful for writing student teacher evaluations.

The following include multiple evaluation tools used to evaluate teaching proficiencies throughout the licensure program:

1. The Elementary and Secondary formative observation form is used 2 times during the pre-student teaching practicum and 4 times during student
2. The Summative Student Teaching Evaluation form is the official evaluation tool used at the end of the pre-student teaching practicum and at the end of student teaching.

Formative Observations

Formative observations occur throughout the pre-student teaching practicum and student teaching experience. For every observation, the US schedules time to visit each TC in their classroom. After the observation, the US provides feedback to the TC in terms of what went well and areas that can be improved. The STE is also requested to be part of this post-observation meeting but if the STE cannot be present, the US is responsible for communicating with the STE (via email or phone call) regarding TC’s progress in the classroom. After the post-observation meeting, the US is responsible for emailing formative observation notes to all parties involved – TC, STE and CL. If the TC has questions/concerns, they should be communicated to the CL. In such circumstances, the CL can schedule a meeting with the TC, STE and US to address the TC’s questions/concerns. After completion of all formative observations (during both fall and spring), the CL is responsible for submitting all formative observations to the UITE. For elementary, at mid-term for each semester, there is a three-way conference, or conference equivalent that reviews TC’s performance. For secondary, this three-way mid-term conference is required during the spring semester but can also take place during Fall semester if the TC is not meeting progress benchmarks.

For an example of the Formative Observation Form, please go to the Appendix on the Handbook Homepage.

Summative Observations

Pre-Student Teaching Practicum Evaluation and Final Student Teaching Evaluation.

The summative evaluations occur at the end of the pre-student teaching practicum (fall) and student teaching experience (spring). The summative evaluation is completed individually by the US and the STE. The summative evaluations are completed online and signed copies are electronically submitted to the UITE.

If the TC disagrees with the STE’s and/or US’s evaluation, the TC should refer to “Academic Appeals” in the Policies & Procedures section of the handbook, with specific references to university policy and procedure requirements for an appeal of a decision based upon course requirements (e.g., student teaching evaluations). Please note: some school districts may require copies of the Pre-Student Teaching Practicum evaluations in addition to the final evaluations, as part of their application process. However, the UITE only retains copies for Institute purposes.

For an example of the Summative Observation Form and Directions, please go to the Appendix on the Handbook Homepage.

Foundations of Reading Assessment

Beginning September 1, 2024 Elementary TCs must have met the cut score of 233 on the Foundations of Reading exam to be recommended for a professional educator license, regardless of when the student completed their licensure year. Candidates are strongly encouraged to take the test during the fall semester, prior to beginning student teaching. The Foundations of Reading exam is not required for Secondary TCs.

Prior to registration, vouchers may be available through USBE, please see your Academic Advisor for more information prior to registering for the exam.