1. Review Clinical Practice Handbook 
  2. Review Professional Year Orientation Website
  3. Discuss the Relationship Building and Role Defining Conference
  4. Initiate access to information from your Mentor Teacher that will inform your teaching: pacing guides, IEP/504 goals, interest inventories, formative assessment data, planning process, lesson plan format, etc
  5. Initiate the edTPA planning process with your Mentor Teacher for your learning segment (quick guide below)
  6. Communicate weekly with the University Supervisor by completing the Weekly Google Form (shared by the University Supervisor)
  7. Submit Weekly Lesson Plans to your University Supervisor and Mentor Teacher by the agreed upon due dates
  8. Set aside time to communicate with your Mentor Teacher daily
  9. You will be observed 4 times during the student teaching semester (scheduled)
  10. Complete Evaluation Tools initiated by the University Supervisor
  11. Attend EDUC 455 classes
    • Instructor is your University Supervisor
    • Meet 6-8 times and dates will be scheduled with your University Supervisor
  12. Attend EDUC 456 classes on the specified schedule
    • Some classes will meet full days
  13. Read more about the Clinical Practice Team Roles and Responsibilities in the Clinical Practice Handbook

Weekly Clinical Practice Report

Student Teachers will fill out one report each week they are in the field.  The weekly report is a Google Form that is automatically submitted to the University Supervisor.  Your University Supervisor will provide you the link to the weekly form.

Weekly Lesson Plans

Student Teachers will create lesson plans weekly for any teaching segments for which they are responsible. The Student Teachers will need to share the weekly lesson plans with their University Supervisor and Mentor Teacher.  Please work together as a clinical practice team to set up expectations and criteria: format, how and when to turn them in, and other expectations.  Lesson plan requirements are flexible to allow for PLC and other type of planning. Student Teachers lesson plans may require more detail than what might be typical for the Mentor Teacher. Refer to the Planning and Management section of the Clinical Practice Handbook for more information.

Daily Check-ins between the Mentor Teacher and Student Teacher

Work with your Mentor Teacher to set aside time each week to discuss topics such as: your progress, planning, engagement in the learning and school community, etc.

EDUC 456 Meeting Schedule

There are some days during the clinical practice internship semester that the student teacher will be expected to spend a full day at UNCA for the EDUC 456 class.  You will receive this schedule from your EDUC 456 course instructor.

EDUC 455 Meeting Schedule

EDUC 455 schedules are made by the University Supervisor for after school hours. You will typically meet 6-8 times as a group throughout the semester. You will receive this schedule from your EDUC 455 course instructor. Your EDUC 455 course instructor will be your University Supervisor.

Video: Student Teacher Weekly Tasks

Student Teacher Roles and Responsibilities (Handbook Section)

Roles and Responsibilities

The Department of Education at UNC Asheville adheres to the philosophy that the interaction of the teacher candidate, supervising teacher, and university supervisor requires a high level of professionalism. As associates, each has responsibility for the success of the experience.  A team approach is established in orientations and other meetings in which all participate.  Regular communication throughout the semester is essential and is the responsibility of all three members of the clinical practice team. 

The Teacher Candidate’s Role

The teacher candidate is required to be in the assigned classroom during the professional semester, to complete assignments as determined by the supervisor, and to come to weekly seminars/classes during the full 16 weeks of clinical practice. Candidates should take on responsibilities that are commensurate with his/her role as an associate teacher. The number and magnitude of responsibilities should be increased gradually during the clinical practice semester. The school’s calendar (instead of UNC Asheville’s calendar) will be followed by the candidate. Unless otherwise instructed, the candidate reports to the school the first day the supervising teacher is required to report in January. Daily arrival times and departure times from school should coincide with those required of teachers. If absence from Clinical Practice is necessary, it should be reported in advance to the supervising teacher, university supervisor, and principal. Missed days must be made up by the teacher candidate. The university supervisor must be kept informed of the school schedule and about schedule changes that will interfere with a supervisory visit.

The teacher candidate must make a conscientious effort to observe the regulations of the school as outlined by the supervising teacher, the faculty handbook, and the school administration. The candidate is a guest in the school and observes the propriety of courtesy, politeness, appropriate personal hygiene, and neatness in dress and appearance. The candidate is expected to attend faculty and PTA/PTO meetings, teacher workdays, workshops, and parent conferences required of other teachers.  The candidate is responsible for reviewing all sections of the online Clinical Practice Handbook. 

Liability Insurance Coverage

Candidates participating in field experiences as part of their education courses are required to carry liability insurance through SNCAE, the candidate’s arm of the North Carolina Association of Educators (www.scncae.org).

Work in the Schools

Teacher candidates must devote their energies to the teaching-learning process; therefore, they will not be used as bus drivers, substitutes, or coaches.

Upon successful completion of the 16 full-time weeks of Clinical Practice with satisfactory evaluations from both the Clinical Educator and supervisor on the Exit Criteria and the Certification of Teaching Capacity form (Appendix I), candidates may be considered for employment. If a candidate is being considered for employment after completion of these requirements and before the North Carolina license is officially granted, a written request must be sent by the candidate to the Associate Chairperson and Licensure Specialist, Dr. Kim Brown (kbrown@unca.edu).  The request must be accompanied by a letter from the school principal outlining the starting and ending dates of the position and its responsibilities.

Outside Work During Clinical Practice

Since clinical practice is a full-time job with many out-of-school responsibilities (e.g.: planning, grading papers, attending school functions), the faculty strongly discourages teacher candidates from working during the clinical practice semester. If outside work or participation in UNC Asheville extracurricular activities, including sports or clubs, interferes with clinical practice, the candidate may be asked to withdraw from clinical practice.

Substitute Teaching During Clinical Practice

At the request of the principal of the school in which a candidate is completing Clinical Practice, a student teacher may serve as a paid substitute teacher.  The student teacher may substitute teach only:

  • in the classroom assigned for Clinical Practice,
  • upon the approval of the supervisor,
  • if the candidate is making adequate progress in EDUC 455 and EDUC 456,
  • after at least 8 successful full weeks of Clinical Practice have been completed (which includes successful completion of the required 5 full-time weeks of Clinical Practice),
  • after at least 2 observations that have been deemed satisfactory have been conducted by the Clinical Practice supervisor,
  • for four total days,
  • after the student teacher has completed the school system’s substitute teaching approval process, and
  • after the student teacher has secured liability insurance coverage.

The student teacher must continue to successfully complete all licensure requirements during all substitute teaching activities.  The EPP may remove the student teacher from substitute teaching duties at any time that the duties interfere with successful progress in Clinical Practice and/or for licensure.