School of Education

School Based Teacher Educator (SBTE) Information

School-Based Teacher Educators or SBTEs (formally known as cooperating teachers) are an integral component to every teacher educator program. The School of Education at Nazareth College thanks each SBTE for agreeing to welcome a teacher candidate in their classroom.

Below you will find information regarding the different types of clinical experiences at Nazareth College along with the details about the responsibilities held by an SBTE. Please review the information that pertains to the clinical experience that the teacher candidate(s) assigned to your classroom will be experiencing.

Please note: Professionalism is of utmost importance to our office and we would appreciate notification (fieldexp@naz.edu) should a teacher candidate fail to meet your professional expectations during any clinical experience.


FIELD EXPERIENCE
Field experience is a foundational clinical experience that provides opportunities for teacher candidates to observe and engage in the teaching and learning processes in classrooms/schools. While most teacher candidates at this level would have already taken some initial program coursework, this clinical experience might be one of the first times the teacher candidates are directly engaging with children as a part of education coursework.

During field experiences, teacher candidates are expected to observe, analyze and reflect upon the SBTE's teaching. As the candidates spend more time in the classroom, the candidates are expected to gradually increase participation in the classroom by providing one-on-one student support, working with small groups and assisting the SBTE as needed. Teacher candidates who currently hold a teaching certificate are expected to engage at a higher level of involvement. For more information on the suggested activities for teacher candidates and responsibilities of an SBTE, please review our Field Experience Guidelines below.

Field Experience Overview

As a means to engage in formative assessment on the professional behaviors and dispositions of our teacher candidates, we ask each SBTE to complete a short survey called "The Professional Behaviors Assessment" for each teacher candidate(s) assigned to their classroom. Please review the Professional Behaviors Assessment Reference Document below prior to the beginning of the field experience. As the field experience progresses, monitor the teacher candidates behaviors based on what is being assessed. Once the field experience is over, the Office of Clinical Experiences and Partnerships will email you a survey link to complete. We thank you in advance for your feedback.

Professional Behaviors Assessment Reference Document

UNDERGRADUATE PRACTICUM
Undergraduate Practicum is an all-day, five-days-a-week, six-week intermediate field experience for our undergraduate students in the Inclusive Early Childhood/Childhood Education Program and the Inclusive Adolescence Education Program that takes place in Summer A (May/June) prior to student teaching in the Fall Semester. Teacher candidates are placed in a local school district and follow the teachers contractual hours.

Teacher candidates are expected to participate in all aspects of the classroom during the placement. The teacher candidates' main task during practicum is to gain experience through active involvement with children in a classroom setting, to observe a professional teacher in action, and to assist that teacher as directed.

Ultimately, teacher candidates progress from observing in the classroom during the first few days to helping individual students to leading small groups or helping teach mini-lessons to completing some daily teaching such as leading morning meetings or warm-up activities.
For further information on the Undergraduate Practicum please review the following documents:

The Guide to Undergraduate Practicum

STUDENT TEACHING
Student teaching is a culminating clinical experience for teacher candidates who are working on their initial teacher certification. At this point, teacher candidates should have completed all of their program coursework, with the exception of participation in a culminating seminar. Teacher candidates will be assigned to one full-semester placement (typically 14 weeks) or two half-semester placements (typically seven weeks) depending on the teacher candidate's education program.

During student teaching, teacher candidates are expected to gradually assume increased responsibilities for all aspects of the teaching and learning process: planning, teaching, evaluating, and participating as fully as possible in the school community. The goal is for the teacher candidates to assume the full range of teaching responsibilities for at least one week of the student teaching experience.

As a means to engage in on-going dialogue, reflection and assessment, we ask each SBTE to complete both a Midway Evaluation Rubric and a Final Evaluation Rubric. Both rubrics ask you to score the teacher candidate on a scale of 1 through 4 (Not Yet Acceptable for a Student Teacher to Exceeding Expectations for a Student Teacher) for 14 common teaching areas and 1 - 5 program specific areas. Please review the Evaluation Rubric (found in The Guide to Practicum) prior to the placement beginning. An evaluation link will be provided to you via email approximately 3 - 5 days prior to the midway point and the final day of the placement. Please use the provided link to complete the evaluation.

For more detailed information please review the guide below.

 The Guide To Student Teaching

GRADUATE PRACTICUM
The graduate practicum is a culminating clinical experience for teacher candidates who are working on an additional teacher certification. The practicum is a half-semester placement (typically seven weeks) designed to provide and document a teacher candidate's experiences working with students in a certification area different from their initial certification. Thus, it provides a focused opportunity for using a different "lens" as a way to experience the multiple facets of being an educator.

During graduate practicum, teacher candidates are expected to gradually assume increased responsibilities for all aspects of the teaching and learning process: planning, teaching, evaluating, and participating as fully as possible in the school community. The goal is for the teacher candidates to assume the full range of teaching responsibilities for at least one week of the student teaching experience.

As a means to engage in on-going dialogue, reflection and assessment, we ask each SBTE to complete both a Midway Evaluation Rubric and a Final Evaluation Rubric. Both rubrics ask you to score the teacher candidate on a scale of 1 through 4 (Not Yet Acceptable for a Student Teacher to Exceeding Expectations for a Student Teacher) for 14 common teaching areas and 1 - 5 program specific areas. Please review the Evaluation Rubric (found in The Guide to Practicum) prior to the placement beginning. An evaluation link will be provided to you via email approximately 3 - 5 days prior to the midway point and the final day of the placement. Please use the provided link to complete the evaluation.

For more detailed information about the graduate practicum please review the guide below.

The Guide to Graduate Practicum 

Remuneration for Student Teaching/Graduate Practicum

As a token of our appreciation, all SBTES who welcome a teacher candidate completing their student teaching or graduate practicum are given a remuneration.  Please review “The Remunerations Guidelines” carefully.  Approximately two weeks before the placement begins, the Office of Clinical Experiences and Partnerships will email you The Remuneration Selection Form and a W-9.  Please complete these documents within one week of the placement ending.  All documents must be submitted via the US Postal Service mail to the Office of Clinical Experiences and Partnership.

School of Education Remunerations Guidelines

School of Education Remuneration Selection Form

W-9

Speech and Language Pathology Remunerations Guidelines

Speech and Language Pathology Remuneration Selection Form

Interested In Hosting A Specific Teacher Candidate for a Clinical Experience?
If you or a colleague have had an excellent experience with a teacher candidate and you are interested in hosting them for one of their clinical experiences we ask that you please complete the survey below. Thank you for your interest in hosting a teacher candidate for one of their clinical experiences. Please fill out the following google survey.

Request Form To Host A Specific Teacher Candidate for a Clinical Experience

It is important to note that a request does not guarantee that we will be able to place the teacher candidate in your classroom. There are a variety of factors that must be reviewed before a placement can be confirmed. These factors include but are not limited to certification requirements, the timing of the request, the teacher candidate's previous experiences and district approval. You will be notified if the placement has been approved.

 

Questions?

Please contact the Office of Clinical Experiences and Partnerships and we'll be happy to help.

Colleen M. Burrell, M.Ed.
Program Director, Office of Clinical Experiences and Partnerships
Golisano Academic Center, Room 277
4245 East Avenue
Rochester, New York 14618
585-389-2596
fieldexp@naz.edu