Clinical Experience

Our Clinical Experience Mission

We believe that our teacher candidates’ professional development is a dynamic process extending from their first clinical experience over the course of their entire career. Our clinical preparation consists of extensive, carefully selected clinical experiences that are closely interwoven with co-requisite pedagogy courses and intentionally aligned with content courses. These experiences enable our candidates to connect theory and practice, analyze teaching and learning, and reflect on and learn from their practice. Specific performance tasks are required of candidates in a developmental sequence for each of the clinical experiences. In each setting the candidates observe their students to develop a solid understanding of the context for learning and move quickly to assist the CTs in designing and delivering instruction at a level that increases in intensity and complexity as they move through the program.

Required Clinical Hours

Table listing required clinical hours for each TEP course.
Experience	Required Hours	Schedule
301	72	12 weeks x 6 hours*
302	72	12 weeks x 6 hours*
303	84	14 weeks x 6 hours*
400	approximately 225	15 weeks x 5 days x 3 hours**
401, 501	approximately 400	minimum of 16 weeks of full-time attendance***
Because of scheduling constraints, students may attend for 12 or 14 weeks but 2 days a week for 3 hours each. Because of scheduling constraints, students may attend 2 full days and 1 half day per week. **Students should start when their district starts after the break and stay through the last day of the semester following the district’s schedule.

Expectations For a Professional Appearance

Professional Attire

Professional attire is required for all clinical placements. At a minimum, teacher candidates must adhere to the dress code established by the school and district in which they are placed. However, during clinical placements, teacher candidates are also representing themselves as prospective educators. Teacher candidates should always keep in mind that clinical experiences could begin to determine future employment, and your attire should reflect that level of professionalism.

When in doubt about what constitutes appropriate attire, consult your clinical supervisor. Your supervisor can provide guidance based on the expectations and culture of your specific school placement.

Candidates without the resources to obtain professional clothing can visit the University’s Professional Clothing Closet.

Tattoos, Piercings, and Jewelry

Like with attire, it is important to know and follow the school district’s policies for tattoos, piercings, and jewelry. Again, your clinical supervisor is your expert in making decisions regarding these things.

Professional Use of Technology

Social Media and Networking

As a teacher candidate, your online presence should reflect the same professionalism expected in the classroom. While social media platforms like Instagram, Facebook, TikTok, Snapchat, Discord, Reddit, etc. are common for personal use, you must maintain clear boundaries between personal and professional spaces during your clinical placement.

Cell Phone Use

Cell phones can be valuable tools but are also potential distractions, so teacher candidates are expected to model appropriate and professional technology use at all times. Personal phone use, including calls, texting, and social media, is prohibited during instruction and student supervision unless there is an emergency or permission has been granted by the cooperating teacher. Phones should be silenced and kept out of sight during instructional hours, and photos or videos may only be taken with proper authorization and in accordance with school policies. Mobile devices should be used only for instructional planning, professional communication, or other responsibilities directly related to teaching.

Use of Artificial Intelligence (AI) Tools

AI tools such as ChatGPT, Grammarly, Diffit, and MagicSchool AI can support lesson planning, classroom strategies, and professional growth when used appropriately and with guidance from your cooperating teacher, clinical supervisor, and program coordinator. Teacher candidates may use AI to assist with planning-related tasks but should not rely on it to complete assignments, observations, reflections, or other work intended to demonstrate independent thinking and professional development. AI-generated reports, assessments, and professional communications must be carefully reviewed, edited, and approved before use. Sensitive student information must never be entered into AI platforms, and all use of AI should be transparent, as misrepresenting AI-generated work as entirely your own may be considered academic dishonesty.

Student Teaching

Requirements

Prior to student teaching, all Teacher Candidates must demonstrate that they are academically and physically prepared to be successful in their placement. As such, the following requirements must be met prior to the first day of student teaching:

Passing score on the Gateway Defense
Completion of Student Teaching Orientation
Completion of the Student Teacher To-Do List

Daily Schedule

Student Teachers follow their assigned districts’ schedules and start on the first day of school in the fall semester and the first day back from the winter break for the spring semester. Student Teachers are expected to be in the classroom every day that the school is in session for the semester. A more detailed schedule is provided during the Student Teaching Orientation.

Student Teaching Seminars

All teaching candidates are required to attend monthly seminars during the semester of their student teaching. Seminars include development in important topics related to the teaching experience as well as an opportunity to talk to other teachers in the discipline and to receive updates and important information. Student Teachers are required to attend in-person unless enrolled in the remote program or in an off-campus program. The schedule is provided to students during the Student Teaching Orientation.

Pinning Ceremony

The Teacher Education Program Pinning Ceremony is a celebratory milestone held at the conclusion of the student teaching semester to formally welcome teacher candidates into the education profession. This event honors the dedication, resilience, and academic achievements of graduates as they transition from candidates to certified educators. During the ceremony, candidates are presented with a professional program pin, representing their commitment to educational excellence, ethical practice, and the inspiring responsibility of shaping future generations. It serves as a meaningful gathering for faculty, clinical supervisors, family, and friends to recognize the beginning of each new teacher's professional journey.