College of Education > Student Resources > Field Experience & Student Teaching > Student Teaching > Student Teaching Role Expectations

Student Teaching Role Expectations

​​​This section outlines the expectations of the student teacher, DePaul supervisor and the cooperating teacher.
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  • Classroom and capstone/seminar participation is required.
  • During the student teaching experience, the student teacher is required to follow the cooperating school calendar. For example, candidates must take vacations with the school, not with DePaul University. Therefore, spring quarter student teachers will begin their student teaching experience one week prior to DePaul University's spring quarter start date. Fall quarter student teachers may begin school before the DePaul University start date but must continue through the DePaul quarter end date.
  • The student teacher is expected to conform to the same professional standards as the regular staff members of the cooperating school. The student teacher should arrive at the school at the same time as the teachers and spend the full school day and any additional planning time as the cooperating teacher requests. If unforeseen circumstances should cause the student teacher to be late, the student teacher must contact the school clerk, the cooperating teacher and the university supervisor. The same applies if the student teacher is going to be absent due to illness. S/he must contact the cooperating teacher and the university supervisor the night before or as early as possible. In addition, when absent, the student teacher must provide plans and other materials necessary to the cooperating teacher and add the extra time on to his/her student teaching experience.
  • As a student teacher, 100 percent attendance is expected to fulfill requirements for state licensure. Any absences can result in the lowering of the final student teaching grade or termination of the experience. During the student teaching quarter, if a student teacher experiences significant illness, death in the family or other critical incident, the student teacher must immediately notify the university supervisor, the cooperating teacher and the school clerk. The decision as to whether to continue the experience or to be withdrawn will be made on an individual basis. Students who are aware of outstanding obligations that require absences during the student teaching experience should contact the Office of Field Experiences and Student Teaching to defer their student teaching to the next quarter.
  • The student teacher works with the cooperating teacher each day to assure the immediate assistance in planning, teaching and evaluating.
  • The student teacher should collaborate with the cooperating teacher to designate meeting times at least twice a week to discuss progress, plans, responsibilities and concerns. The meeting times should be agreed upon in advance and should be appropriate to the schedules of both parties. It is expected that the student teacher will have a clear understanding of his/her responsibilities for each week by the Friday prior to the following week.
  • The university supervisor will make at least four supervisory visits for each student teacher. When arranging the visits, the student teacher should plan a time when it is possible for the supervisor to confer with the student teacher following the observation and to confer with the cooperating teacher after that.
  • When the university supervisor visits the classroom, the student teacher must provide the supervisor with his/her daily lesson plans, as well as any additional material requested by the university supervisor.
  • Each student teacher is mandated by state law to report instances of child abuse. If such matters are observed, they must be shared with the cooperating teacher and/or school administrator.
  • Student teachers must satisfactorily demonstrate their competence as a teacher, as outlined on the evaluation forms completed by the cooperating teacher and university supervisor.
  • Each student teacher must exhibit professional behavior and dress appropriately for all teaching situations and school functions.
  • Student teachers must consider all cooperating school obligations as high priorities and display a willingness to participate in faculty meetings, department meetings, institute days, conferences, programs, activities, etc.
  • Student teachers must promptly prepare the materials requested by their cooperating teacher, university supervisor, and capstone/seminar instructor (i.e., schedules, logs, record books, timesheets, reflection sheets, lesson plans, attendance records, discipline referrals, etc.).
  • All student teachers must display the dispositions of the Urban Professional Multicultural Educator.
  • Student teachers must maintain good professional relations, public relations, and human relations not only with the teaching and non-teaching personnel of the cooperating school, but also with the community that the school serves. Students must remember that they are not only student teachers, but also representatives of DePaul University.
  • Student teachers must maintain academic integrity at off-campus sites.
  • Student teachers may not work Monday through Friday during school hours.

The university supervisor plays a critical role in the student teaching experience. His/her duties include mentoring the student teacher, supporting the cooperating teacher and capstone/seminar instructor, and team building. The university supervisor is expected to:

  • Attend the Student Teacher Orientation.
  • Visit the student teacher a minimum of four times throughout the 11-week Student Teaching experience, including an initial contact during the first week to verify placement and discuss student teaching expectations.
  • Participate in at least four meetings with both the student teacher and cooperating teacher throughout the 11-week experience. At the conclusion of each visit, the supervisor will confer with the student teacher and the cooperating teacher. These meetings may be done with the student teacher and the cooperating teacher together and/or separately.
  • Collaborate with the student teacher and cooperating teacher to schedule a mid-term 3-way conference to discuss progress.
  • Follow-up all observations of the student teacher with an on-site or telephone conference and a written report detailing the observation which can also be shared with the cooperating teacher. A copy of the supervisor's conference notes should be given to the student teacher, the cooperating teacher, and the Office of Field Experiences and Student Teaching.
  • Review and assist the student teacher with lesson plans and long-range teaching plans.
  • Monitor the extent and balance of student teacher involvement in the classroom. When needed, the supervisor will work with the cooperating teacher and student teacher to make appropriate modifications in the type and/or level of involvement.
  • Maintain open communication with the cooperating teacher, the capstone/seminar instructor, and the student teacher.
  • Help student teachers develop a sense of confidence and purposefulness as they assume the role of teacher.
  • Serve as a resource person when questions arise on the part of the student teacher, the capstone/seminar instructor, or cooperating teacher.
  • Devise a plan to help the student teacher, in consultation with the cooperating teacher and capstone/seminar instructor, when appropriate progress is not being made.
  • Complete mid-term and final evaluations on the student teacher. All midterm evaluations must be completed by the middle of the quarter. Midterm evaluations should be completed and reviewed by the student teacher, cooperating teacher, and university supervisor. The final evaluation is to be completed and submitted by the end of the last week of the experience.
  • Report all problems to the director of Field Experiences and Student Teaching at the Lincoln Park Campus at (773) 325-7768.
  • In collaboration with the cooperating teacher, provide a final student teaching grade.
  • University supervisors must submit final files for student teachers that include the following:
    1. Copies of student teacher observations
    2. Attendance Sheet (completed by the cooperating teacher)
    3. Cooperating Teacher Self-Report (completed by the coooperating teacher) ​

The cooperating teacher is the person most directly involved with the student teacher on a daily basis. His/Her function is to serve as a mentor who guides the student teacher's development as a practicing teacher. To this end, the cooperating teacher is expected to:

  • Hold an appropriate license as well as hold permanent status with at least three years of teaching experience. Unlicensed teachers, or those who hold licenses in content areas other than the subject area in which they are teaching, may not serve as cooperating teachers. Cooperating teachers must also be willing to allow the student teacher to completely take over their classroom for the student teaching quarter.
  • Accept the student teacher as a professional and convey this acceptance to the class and co-workers. Introductions to the administrative staff and other faculty members can assist in this matter.
  • Provide a model of teaching for the student teacher to observe and adapt to her/his own use.
  • Give the student teacher a list of directed observations to make during the experience.
  • Explain school policies, regulations and facilities to the student teacher.
  • Provide access to resources such as curriculum guides.
  • Share written lesson plans and provide the student teacher with a sample format for daily, weekly and long-range plans.
  • Assist the student teacher in developing communication with students and establishing effective classroom management appropriate to individual, small group and whole class situations.
  • Help the student teacher develop assessment techniques for evaluating and grading student work.
  • Discuss how to formulate long-range goals and plans for an entire semester or school year focusing on curriculum areas and skill development.
  • Discuss how to provide for a variety of learning styles when planning for instruction. Show how to modify plans to provide for ALL students and revise as appropriate.
  • Encourage the student teacher to improve classroom performance by discussing any limitations candidly and objectively. Criticism needs to be constructive and during private supervision time. Flexibility should be allowed in both methods and styles of teaching.
  • Monitor the day-to-day progress of the student teacher and adjust the progression of the student teacher's activities accordingly. It is recommended that the cooperating teacher and the student teacher have specifically designated meeting times at least twice a week to discuss progress, plans, responsibilities, and concerns. The meeting times should be agreed upon in advance and should be appropriate to the schedules of both parties. It is expected that the student teacher will have a clear understanding of his/her responsibilities for each week by the Friday prior to the following week.
  • Maintain frequent communication with the student teacher and provide continuous feedback through conferences after lessons have been taught.
  • Work with the university supervisor in helping the student teacher resolve problems and evaluate his/her readiness to enter the teaching profession.
  • Complete midterm and final evaluations on the student teacher. All midterm evaluations should be completed by the end of the fifth week (third week for those candidates in two six-week placements, eighth week for those candidates in two eight-week placements) of the student teaching experience. The final evaluation is due by the end of the last week of the student teaching experience. If requested by the student teacher, recommendations from the cooperating teacher may be written at the completion of the student teaching experience and sent directly to the student teacher.
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