Field Experience and Student Teaching

Early, real-world field-based experiences are critical to your formation of accurate concepts about urban teaching and your development as a prospective teacher. As you advance through your teacher education program at UWM, you will be involved in a variety of urban field experiences designed to promote your ability to observe and reflect as well as to plan and carry out instruction effectively with individuals, small groups, and large groups of learners.

The UWM School of Education is proud to collaborate with the Milwaukee Public Schools in the education of school professionals. We take our urban mission seriously and expect that prospective teacher education candidates choose our programs because of a desire to learn to teach in an urban context.

Our programs will prepare you to provide maximum educational opportunities for children in our urban community. In some placements you will be paired or grouped with peers so that you will have opportunities to learn to plan for instruction and to teach collaboratively. You will acquire a variety of management and instructional methods; you will become an effective problem solver in a variety of settings with members of diverse groups; and you will develop skills in integrating learning theory with teaching practice.

UWM School of Education Mission

To provide leadership and inspiration for learning and human development in urban communities.

UWM School of Education Vision

To become a premier urban school of education recognized for its diversity, and known for excellence in teaching, learning and research.

For Cooperating Teachers


The School of Education has added more and earlier opportunities for future teachers to spend time in schools and in classrooms during their teacher preparation program. Each year the field experience coordinator arranges more than 1,200 fieldwork and student teaching placements, and we depend on school districts in the metropolitan Milwaukee area to provide quality sites for the field-based learning of future teachers.

Each course in the UWM teacher education sequence has a unique set of suggested field experience activities, expectations, and evaluation materials for both the student and the cooperating teacher. Typically, our instructors and program chairs update materials each semester and distribute detailed information to their cooperating teachers by mail, via the student, or via the on-site supervisor.

Expectations of Cooperating Teachers Related to Field Students (PDF)

Expectations of Cooperating Teachers Related to Student Teachers (PDF)

For Student Teaching Supervisors


Supervisors in the teacher education program at UW-Milwaukee are expected to be many things to many people. Supervisors are guides, confidants, and ambassadors. The role of supervisor is critical in the administrative as well as the interpersonal dimensions of student teaching experiences.

Supervisors are not simply evaluators or critics; they are catalysts in the formative growth of developing professionals. The chairperson of the department, in consultation with the program coordinator, assigns a supervisor to each student teacher in the program.

Expectations of Student Teaching Supervisors (PDF)

Forms

Evaluation of Student Teacher Supervisor (WORD) - To be Completed by the Student

Student Teaching Conference Notes and Recommendations (WORD)

Travel Expense Reimbursement - TER (EXCEL)

Information

Driver's Authorization

For Student Teachers


Student teaching experiences are designed to promote your ability to integrate learning and practice and to give you opportunities to teach independently and collegially in urban school settings. The School of Education at UWM has a special commitment to preparing teachers who are able to provide maximum educational opportunities for children in the urban community, and we have developed a number of partnerships with the Milwaukee Public Schools.

Students who attend UWM should expect to student teach in the Milwaukee Public Schools. A portion of your student teaching must take place in MPS. If you are following the typical program sequence at UWM, you should plan to complete a full day/full semester student teaching experience during your final year in the teacher education program.

Applying for student teaching placement is not the same as enrolling for student teaching courses. Be sure to register for appropriate student teaching courses and the appropriate credits during the official registration period. Use your Advisement Report, program sheet, or certification summary to guide your registration.

Some programs require more than one semester of student teaching. For example, Early Adolescence through Adolescence majors typically complete a middle school student teaching placement in the fall semester in conjunction with subject area methods, middle school curriculum, and Fieldwork in Reading in the Content Areas. During your final placement, you are assigned to a high school for your full-day, full semester experience in which you follow the calendar and daily schedule of the cooperating school district.

You should enroll for student teaching in the last two semesters of your degree or certification program when you have completed nearly all other academic and professional education requirements.

The number of student teachers that each program can accommodate in any given semester is limited by the availability of approved placements and supervisors; therefore, departments in the School of Education reserve the right to limit their student teaching enrollment.

Admission to the School of Education does not automatically guarantee admission to student teaching. The field experience coordinator for the School of Education will make all of the necessary arrangements for your student teaching placements in consultation with program faculty and will communicate placement information to you in writing.

The field experience coordinator works closely with your faculty program chair when selecting a placement for you and maintains open and frequent communication with local teachers, building principals, and school districts.

Because of the number of individuals involved in the placement process, and because established procedures have been approved by cooperating school personnel, under no circumstance should you contact a school to arrange your own placement. Placements in schools that you have attended or in which a family member is employed are not considered.

Expectations of Student Teachers (PDF)

Forms

FERPA Release Form (WORD)

Student Teacher Self Assessment Form - English (Grades 6-12) (WORD)

Out of Area Student Teaching Placement Request Form (WORD)

Information

Criminal Background Check Information & Application (Click link under On This Page menu)

Out of Area Student Teaching Placement (WORD)

Currins 100: Introduction to Teaching


UWM students have many opportunities to examine and reexamine concepts related to effective urban teaching through actual experiences in schools and community agencies in Milwaukee. All undergraduate students begin the professional sequence with Introduction to Teaching, which includes at least fifty hours of fieldwork in addition to scheduled class time.

The next level of field experience, sometimes referred to as a practicum or student teaching, is taken concurrently with methods courses and provides students with opportunities to apply many of the concepts and instructional strategies taught in their professional courses. During these experiences the student may be placed in the same classroom as other students so that he or she can learn to plan for and deliver instruction as part of a team.

Currins 100 Course Overview (PDF)

Currins 100 Course Activities (PDF)

Expectations of Field Students (PDF)

Currins 100 Policies (PDF)

Forms

Waiver Request for CURRINS 100 Field Experience Form (WORD)

Cooperating Teachers Affiliation - Early Childhood (Grades PK - 3)


Early Childhood majors need to complete all required education courses before the student teaching semester. Most majors will student teach during their final semester in the program, excluding the summer session.

Completion of all professional coursework prior to final student teaching contributes to successful student teaching. However, occasionally a student will be allowed to student teach if only one or two courses are outstanding. Click on the link below to access the professional education prerequisites.

Early Childhood Professional Education Prerequisites (PDF)

Middle Childhood - Early Adolescence (Grades 1 - 8)


All students majoring in Middle Childhood through Early Adolescence should plan their student teaching after all other professional coursework has been completed. Most students teach during their final semester in the program, excluding the summer session.

Completion of all coursework prior to final student teaching contributes to successful student teaching. However, occasionally a student will be allowed to student teach if only one or two courses are outstanding. Click on the link below to access the coursework listing.

Middle Childhood - Early Adolescence Professional Coursework (PDF)

Forms

MCEA End of Semester Assessment by Cooperating Teacher (WORD)

Early Adolescence through Adolescence - English (Grades 6 - 12)


Ordinarily, students do student teaching in the last two semesters of their degree or certification program when they have completed nearly all other academic and professional education requirements. The first semester is in a middle school setting; the second semester is in a high school setting.


Middle School Field Placement Information (WORD)

High School Field Placement Information (WORD)

Forms

Student Teachers English Evaluation Form (WORD)

Early Childhood through Adolescence - Language Programs


Prerequisites for approval to student teach in English as a Second Language and World Languages.

English as a Second Language & World Languages Prerequisites (PDF)

Forms

Student Teaching Supervisor Evaluation - English (Grades 6 - 12) (WORD)

Early Adolescence through Adolescence - Mathematics (MACSTEP) (Grades 6 - 12)


Ordinarily, students do student teaching in the last two semesters of their degree or certification program when they have completed nearly all other academic and professional education requirements.

Student teachers assigned to secondary schools for the full-day, full-semester assignment generally register for 10-12 credits, have a minimum of three teaching class periods, and a minimum of two planning periods per day.

Under the supervision of regular faculty members, students MAY be assigned to various duties in the building in any additional hours, e.g., working in microcomputer labs, monitoring study halls, telephoning parents, helping in homerooms, tutoring, etc. Student teachers may not be used to staff duty slots that otherwise would be staffed by paid faculty.

Specific Policies

• Fieldwork in Reading in the Secondary Content Areas is offered for CREDIT/NO CREDIT only and must be taken concurrently with the appropriate subject area methods course
• Students are expected to dedicate three hours per day throughout the university semester to fieldwork/student teaching at the middle school to which they are assigned. The exact times of the experience, however, are arranged between the individual cooperating teacher and university student
• Post-Baccalaureate students who were not required to take Introduction to Teaching must complete minimum of 100 hours to comply with DPI pre-student teaching fieldwork requirements

Early Adolescence through Adolescence - Mathematics (MACSTEP) Student Teaching/Field Work Information (PDF)

Forms

Student Teachers Mathematics Evaluation Form (WORD)

Early Adolescence through Adolescence - Science (MACSTEP) (Grades 6 - 12)


Ordinarily, students do student teaching in the last two semesters of their degree or certification program when they have completed nearly all other academic and professional education requirements.

Student teachers assigned to secondary schools for the full-day, full-semester assignment generally register for 10-12 credits, have a minimum of three teaching class periods, and a minimum of two planning periods per day. Under the supervision of regular faculty members, students MAY be assigned to various duties in the building in any additional hours, e.g., working in microcomputer labs, monitoring study halls, telephoning parents, helping in homerooms, tutoring, etc. Student teachers may not be used to staff duty slots that otherwise would be staffed by paid faculty.

Specific Policies

• Fieldwork in Reading in the Secondary Content Areas is offered for CREDIT/NO CREDIT only and must be taken concurrently with the appropriate subject area methods course
• Students are expected to dedicate three hours per day throughout the university semester to fieldwork/student teaching at the middle school to which they are assigned. The exact times of the experience, however, are arranged between the individual cooperating teacher and university student
• Post-Baccalaureate students who were not required to take Introduction to Teaching must complete minimum of 100 hours to comply with DPI pre-student teaching fieldwork requirements

Early Adolescence through Adolescence - Science (MACSTEP) Student Teaching/Field Work Information (PDF)

Forms

Student Teachers Science Evaluation Form (WORD)

Early Adolescence through Adolescence - Social Studies (Grades 6 - 12)


Ordinarily, students do student teaching in the last two semesters of their degree or certification program when they have completed nearly all other academic and professional education requirements.

Student teachers assigned to secondary schools for the full-day, full-semester assignment generally register for 10-12 credits, have a minimum of three teaching class periods, and a minimum of two planning periods per day. Under the supervision of regular faculty members, students MAY be assigned to various duties in the building in any additional hours, e.g., working in microcomputer labs, monitoring study halls, telephoning parents, helping in homerooms, tutoring, etc. Student teachers may not be used to staff dutyslots that otherwise would be staffed by paid faculty.

Specific Policies

• CURRINS 316: Fieldwork in Reading in the Secondary Content Areas is offered for CREDIT/NO CREDIT only and must be taken concurrently with CURRINS 415: Student Teaching in Grades 7 and 9
• Students are expected to dedicate three hours per day throughout the university semester to fieldwork/student teaching at the middle school to which they are assigned. The exact times of the experience, however, are arranged between the individual cooperating teacher and university student
• Post-Baccalaureate students who were not required to take Introduction to Teaching must complete minimum of 100 hours to comply with DPI pre-student teaching fieldwork requirements

Early Adolescence through Adolescence - Social Studies Student Teaching/Field Work Information (PDF)

Forms

Student Teachers English Evaluation Form (WORD)