Student Teaching

Student teaching is a semester-long experience of full-time teaching to allow student teachers to integrate the knowledge, skills, and dispositions acquired in their program as they become novice teachers.

Progression of Student Teaching Placement

Each placement is unique; therefore, we do not require a specific progression. Candidates, SBEs, and the University Supervisor work together to plan a progression that meets the needs of the classroom students and the required curriculum. Below is a sample plan of teaching experience progression.

Phase 1, Weeks 1–2

Orientation/acclimation to the school/classroom environment:

  • Have the candidate observe and become familiar with all procedures.
  • Discuss and plan the assumption of responsibilities throughout the placement with the candidate and University Supervisor.

Phase 2, Weeks 3–7

Gradual assumption of teaching responsibility by the candidate:

  • Assume some classroom responsibilities (for example, lunch, calendar, dismissal).
  • Begin teaching lessons—gradually increase responsibility for planning, instruction, and assessment. Co-teach whenever possible.
  • Complete mid-placement evaluation with the candidate and University Supervisor at mid-semester.
  • Videotape lessons for the TPA.

Phase 3, Weeks 8–10

Intensive teaching responsibility:

  • When possible, candidate assumes full teaching responsibilities for planning, instruction, and assessment for a minimum of five days.
  • Co-teach whenever possible.

Phase 4, Weeks 11–14

SBE gradually resumes total teaching responsibility:

  • Allow candidates opportunities to observe other professionals in the school.
  • Complete the final evaluation with the candidate and the University Supervisor.

Student Teaching Expectations

CPAST Evaluation

The CPAST is a formative and summative assessment containing two sections: pedagogy and dispositions. These sections are rated using four levels of performance. The candidate, SBE, and supervisor meet together to set goals and complete a mid- and end-point consensus Student teachers pass the end-point evaluation if all ratings are above zero.

Fisher Teacher Performance Assessment (TPA)

The Fisher TPA is a multi-measure assessment that is aligned with New York State's culturally responsive sustaining education framework. Student teachers pass the assessment if all ratings are above “not yet acceptable.” 


Candidates will demonstrate professional behavior at all times with students, faculty, and school staff. They are expected to dress, speak, and act in the utmost professional manner while in the field. They should demonstrate respectful, inclusive practice and strictly maintain student and family confidentiality and privacy. If you have any concerns about professionalism, please contact the University Supervisor or the Director of Clinical Experiences, Allison Bosworth, at 


SBEs are compensated for mentoring a student teacher. The required forms and instructions are emailed to SBEs by the fourth week of the semester. Processing may take up to 30 days.