School of Education & Human Sciences Student Teaching Handbook
Handbook for Teacher Education Candidates, Clinical Supervisors and University Supervisors
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Welcome to Student Teaching
Student teaching is one of the most rewarding—and most demanding—parts of our teacher preparation program. Our candidates come well-equipped with the knowledge and skills they've developed through their coursework at KU. They care deeply about supporting all students and are committed to helping every learner thrive.
We are proud of our Teacher Education Candidates and excited to see them grow in confidence and ability throughout the upcoming year.
Purpose of This Handbook
This handbook is designed to foster communication with our faculty, students and our school partners. Inside this handbook you’ll find:
- An overview of professional responsibilities in field placements
- Guidance for Clinical Supervisors and University Supervisors
- The Conceptual Framework of the School
We hope this resource clarifies each person’s role and shows how all team members work together to support Teacher Education Candidates.
You’ll find additional updates and information online at the Field Experience web site.
We wish you all a successful academic year!
Sincerely,
Douglas Huffman, Ph.D.
Associate Dean for Teacher Education & Undergraduate Programs
School of Education & Human Sciences
University of Kansas
Conceptual Framework
At both the initial and the advanced levels, we believe that teaching is an honorable, dynamic, and vitally important profession.
Preparing children and youth for life in a society that is distinguished by constant change, increased diversity, and difficult challenges requires educators who can serve as leaders in their profession - individuals who will be role models in their schools and communities.
With regard to our initial and advanced teacher licensure programs, professional and state standards provide the structure for the knowledge and competencies that we expect candidates to demonstrate. Although the standards for each program organize the professional knowledge base into slightly different strands or domains, common themes emerge.
Full Conceptual Framework
The Education Professional’s Code of Ethics
The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.
The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code
shall be exclusive and no such provision shall be enforceable in any form other than the one
specifically designated by the NEA or its affiliates.
Kansas Professional Education Standards
- The educator demonstrates the ability to use the central concepts, tools of inquiry and structures of each discipline they teach and can create opportunities that make these aspects of subject matter meaningful to students.
- The educator demonstrates an understanding of how individuals learn and develop intellectually, socially, and personally and provides learning opportunities that support this development.
- The educator demonstrates the ability to provide different approaches to learning and creates instructional opportunities that are equitable, that are based on developmental levels, and that are adapted to diverse learners, including those with exceptionalities.
- The educator understands and uses a variety of appropriate instructional strategies to develop various kinds of students’ learning including critical thinking, problem solving, and reading.
- The educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
- The educator uses a variety of effective verbal and non-verbal communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
- The educator plans effective instruction based upon the knowledge of all students, community, subject matter, curriculum outcomes and current methods of teaching reading.
- The educator understands and uses formal and informal assessment strategies to evaluate and ensure the continual intellectual, social, and other aspects of personal development of all learners.
- The educator is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others, actively seeks out opportunities to grow professionally, and participates in school improvement process.
- The educator fosters collegial relationships with school personnel, parents, and agencies in the larger community to support all students’ learning and well-being.
- The educator demonstrates the ability to integrate across and within content fields to enrich the curriculum, develop reading and thinking skills, and facilitate all students’ abilities to understand relationships between subject areas.
- The educator understands the role of technology in society and demonstrates skills using instructional tools and technology to gather, analyze, and present information, enhance instructional practices, facilitate professional productivity and communication, and help all students use instructional technology effectively.
- The educator is a reflective practitioner who uses an understanding of historical, philosophical, and social foundations of education to guide educational practices.
Student Teaching Glossary
Clinical Supervisor A certified teacher who instructs children or adolescents and mentors Teacher Education Candidates. Also referred to as the Cooperating Teacher.
Conference Report A written summary of a meeting between the candidate and Clinical Supervisor that includes feedback, areas for improvement, and teaching development goals.
Director of Student Teaching/Internships KU School of Education & Human Sciences faculty member who oversees the student teaching and internship program. Coordinates with University Supervisors and manages course administration.
Dual/Split Placement A placement structure where candidates work with more than one teacher, often to meet scheduling needs or complete endorsement practicum (e.g., ESOL, SPED). Schedules are negotiated by Clinical and University Supervisors.
KU Educator Performance Assessment (KU-EPA) A required performance-based assessment for state licensure. Candidates complete this work sample (typically in the fall) and must score at least 20 to qualify for a Kansas teaching license.
Field Experiences Coordinator KU faculty member who arranges student teaching placements across all undergraduate teacher preparation programs. Acts as liaison between KU and participating schools/districts.
Internship A semester-long field experience completed in the spring semester of the senior year. Common for elementary and secondary Teacher Education Candidates.
Teacher Education Candidate A KU student preparing to become a certified teacher through classroom observation and supervised instruction. Reports to a designated University Supervisor.
Student Teaching A 10-week placement completed in the fall semester for elementary candidates, and in the spring semester for middle/secondary candidates. Spring placements last 16 weeks.
Student Teacher Assessment Rubric (STAR) The final evaluation completed online by both Clinical and University Supervisors. Includes a recommended final grade and reflects the overall performance during student teaching/internship.
University Supervisor KU faculty member responsible for supervising, evaluating, and supporting the Teacher Education Candidate throughout the placement experience.
Student Teaching & Internship Requirements
Academic Requirements | Schedule Requirements | Dual/Split Placement Requirements | Teaching Progression & Evaluation | Mandatory Meetings
Academic Prerequisites
To register for student teaching at the University of Kansas, candidates must:
- Attend the spring Student Teaching Information Session and submit all required paperwork.
- Complete all professional education coursework with a minimum grade of “C-”.
- Maintain an overall GPA of 2.75 or higher.
- Maintain a content-area GPA of 2.5 or higher.
- Receive formal approval to student teach, with no recorded concerns regarding professional disposition.
Placement Schedule
| Semester | Duration | Notes |
| Fall | 10 weeks | Begins with the school year (typically mid-August to early October). |
| Spring | 16 weeks | Starts with KU classes; follows school district calendar, including Spring Break. |
Dual/Split Placements
Single-classroom placements are preferred; however, candidates may be assigned dual placements to support the needs of supervisors, schools, or specialized training areas (e.g., ESOL). A collaborative schedule will be arranged by Clinical and University Supervisors.
Teaching Progression & Evaluation
Teaching Timetable:
- Weeks 1–2: Observe and assist, learn students’ names, engage with small groups.
- Gradual progression: Begin teaching one subject, increasing responsibility over time.
- Final 2 weeks: Transition teaching responsibilities back to Clinical Supervisor.
Evaluation Overview:
- University Supervisor: 3 fall observations / 4 spring observations; feedback focused.
- Clinical Supervisor: 2 fall assessments / 3 spring assessments.
- Final Grade: Determined by Director in consultation with both supervisors (via STAR evaluation).
- KU-EPA Requirement: State licensure requires completion and passing of this performance assessment. Seminar support provided.
Attendance Guidelines
Daily Expectations | Arrival/Departure | Activity Participation
Daily Expectations:
- Candidates must attend school daily unless excused (Flexible Days, Career Fair, Interview Day).
- Absence protocol:
- Notify Clinical Supervisor, school office, and University Supervisor.
- Provide advance notice and lesson plans for pre-approved absences.
Arrival/Departure:
- Follow the Clinical Supervisor’s schedule for arrival and departure.
Activity Participation:
- Required: Open House, parent-teacher conferences, PD days, faculty meetings.
- Encouraged: School events (sports, arts, etc.).
Professional Standards and Code of Conduct
Dress Code:
- Adhere to district policy; dress professionally.
- Casual attire permitted on designated days.
Conduct & Confidentiality:
- Maintain FERPA compliance and respect student privacy.
- Uphold ethical standards (see KNEA Code of Ethics and Kansas Department of Education Code of Conduct).
Host Environment:
- Avoid criticism of teaching methods; student behavior, or negative talk.
Lesson Planning:
- Weekly outlines due by Saturday afternoon.
- Follow required format (see syllabus/school expectations).
- Review plans with Clinical Supervisor prior to teaching.
Concerns During Placement:
- Direct issues to the University Supervisor for resolution.
Restrictions:
- Teacher Education Candidates may not act as substitute teachers or assume full legal responsibility for students.
- Field trips require supervision by certified/licensed educators.
- Clinical Supervisors may leave the room temporarily once the candidate is deemed ready, but the Clinical Supervisor should still be nearby.
Role of the Clinical Supervisor
The Clinical Supervisor plays a vital role in shaping future educators by providing authentic classroom experiences and serving as a mentor. With their guidance, Teacher Education Candidates begin developing the skills and confidence needed to become certified professionals.
Mentoring Responsibilities
As a mentor, the Clinical Supervisor supports the Teacher Education Candidate in adjusting to the school environment and building strong professional relationships. Key areas of mentorship include:
- Modeling classroom routines—turning in assignments, grading practices, transitions, etc.
- Instructing appropriate behavior within the classroom and school community.
- Explaining classroom expectations and daily procedures and routines.
- Sharing the goals of the class, school, and district.
- Providing guidance on school facility protocols and access to instructional materials.
- Introducing the candidate to key staff, including administrators and fellow teachers.
- Encouraging exploration of new teaching styles and strategies.
- Consistently modeling professional and ethical behavior.
- Participating in post-observation discussions with the University Supervisor.
- Offering regular, constructive feedback to foster growth.
- Inviting the candidate to meetings and school-wide events.
- Reporting any concerns about candidate performance to the University Supervisor.
Communication Responsibilities
With the Teacher Education Candidate: The Clinical Supervisor should discuss lesson plans with the candidate and offer insight on instruction. They help the candidate understand curricular timelines and content pacing, and they provide actionable feedback.
With the University Supervisor: The University Supervisor supports the candidate through teaching, conferencing, and formal evaluations. The Clinical Supervisor communicates with student teachers during site visits to discuss expectations, monitor progress, and resolve issues. If a concern arises between visits, the Clinical Supervisor should contact the University Supervisor.
Evaluation Responsibilities
Daily Reviews
Daily conversations help the Candidate reflect on classroom events while they are still fresh. If daily reviews are not feasible, continuous and timely feedback is essential.
Conference Reports:
- Conducted twice in fall and three times in spring.
- Meetings of 20–30 minutes and focus on candidate growth.
- Following each meeting, the candidate writes a Conference Report summarizing the discussion.
- Copies are distributed to:
- University Supervisor (for feedback)
- Clinical Supervisor (for recordkeeping)
Formative Evaluation
The Clinical Supervisor completes:
- Fall: Two Observations
- Spring: Three Observations
Observations should be spaced thoughtfully, throughout the semester. Evaluations are submitted online, and copies are sent to the candidate, Clinical Supervisor, and University Supervisor. The Assessment Coordinator and University Supervisor will provide step-by-step instructions by email when the time for submission arrives.
Summative Evaluation
Student Teaching Assessment Rubric (STAR)
At the conclusion of the placement, the Clinical Supervisor completes the STAR evaluation online via a webform.
- The evaluation includes a section to recommend a final grade for the Candidate.
- The Assessment Coordinator and University Supervisor shall provide instructions by email when the time for submission arrives.
Placement Duration
| Semester | Length | Notes |
|---|---|---|
| Fall Semester | 10 weeks | Begins when teachers report (typically early-August). Ends in Week 8 of KU’s fall semester. |
| Spring Semester | 16 weeks | Begins with KU’s spring term and follows the school district's calendar, including Spring Break (which may differ from KU’s). |
Teaching Schedule & Progression
Clinical Supervisors should remain flexible and use professional judgment to support candidates with varying skill levels. A recommended teaching timeline includes:
Weeks 1–2:
- Observation and assistance
- Learn students' names and school routines
- Meet staff and support small group instruction
Weeks 3 onward:
- Begin teaching one subject/class
- Gradually increase teaching load based on readiness
- Aim to teach full school days for at least half the placement
- Exceptions may apply if the Supervisor retains a class for curriculum-specific needs
Final Week
- Gradual transition of teaching responsibilities back to the Clinical Supervisor
- Continued work with students
- Observation of other teachers, job shadow, or other experiences to enrich perspective
Dual or Split Placements
While most Teacher Education Candidates are assigned to one Clinical Supervisor, dual/split placements may occur:
- For specialized certification requirements or program needs
- Shared placements may involve multiple classroom teachers and University Supervisors
- In cases where a candidate teaches in two areas (e.g., English and ESOL), one Clinical Supervisor may cover both with support from different University Supervisors
- Notify the Field Placement Office for coordination and clarity across teams
Letters of Reference & Recommendations
Teacher Education Candidates may request a letter of reference from their Clinical Supervisor. These requests are typically honored when a positive professional relationship has been established.
Stipends
Clinical Supervisors receive a stipend for mentoring Teacher Education Candidates.
- Payments are processed by the school district and included in the Clinical Supervisor’s regular paycheck.
- For questions regarding stipend amounts, payment timing, or eligibility, Clinical Supervisors should contact their district’s Human Resources Office.
The Role of the University Supervisor
Overview & Responsibilities
The University Supervisor serves as a vital link between the University of Kansas and partner schools, guiding Teacher Education Candidates throughout their placement. Responsibilities include mentoring Teacher Education Candidates, supporting Clinical Supervisors, assessing performance, and clarifying KU expectations.
Building Relationships & Communication With Candidates and Clinical Supervisors:
- Attend orientation to explain your role.
- Act as a resource for Teacher Education Candidates, Clinical Supervisors, and school principals.
- Meet the Clinical Supervisor and Principal to review requirements and express gratitude.
- Schedule regular check-ins with both the candidate and Clinical Supervisor.
- Address personal or professional concerns from the student, Clinical Supervisor, or school staff.
- Consult the Director of Student Teaching/Internships when needed.
Visit Schedule:
- Minimum of 2 visits in the fall and 3 in the spring.
- After each visit, hold a reflective meeting with both the candidate and Clinical Supervisor.
- Complete a Formative Assessment after each observation.
- Conduct a final meeting to complete the STAR evaluation.
Representing KU in Schools
- Hold a first meeting with the Clinical Supervisor to build rapport; student teacher attendance is optional.
- Meet the school principal, when possible, as they play a supportive role.
- Represent KU professionally when visiting schools.
- Respond to inquiries with helpful information or direct staff to appropriate contacts.
- Respect all school visitor protocols and policies.
Evaluation Responsibilities
There are three primary evaluation instruments: formative assessment, conference reports, and a summative evaluation.
Formative Assessment:
The University Supervisor completes multiple assessments throughout the term. These should be spaced thoughtfully, with one near the beginning of the placement and another in the middle. Assessments are submitted online, with copies sent to the candidate, Clinical Supervisor, and University Supervisor.
The Assessment Coordinator will provide instructions by email. Confirm with the Clinical Supervisors that the assessment information was received.
Conference Reports:
- Candidates will provide reports to the University Supervisor for review.
- Teacher Education Candidates meet with Clinical Supervisors:
- Fall: 2 times
- Spring: 3 times
Summative Evaluation: Student Teaching Assessment Rubric (STAR)
At the conclusion of the placement, the Clinical Supervisor completes the STAR evaluation online via a webform.
- The assessment includes a section to recommend a final grade for the Teacher Education Candidate.
- The Assessment Coordinator will provide step-by-step instructions by email when the time for submission arrives. Confirm with the Clinical Supervisors that the assessment information was received.
Placement Duration
| Semester | Length | Notes |
|---|---|---|
| Fall Semester | 10 weeks | Begins when teachers report (typically mid-August). Ends in Week 8 of KU’s fall semester. No KU Fall Break unless placement has ended. |
| Spring Semester | 16 weeks | Begins with KU’s spring term and follows the school district's calendar, including Spring Break (which may differ from KU’s). |
Teaching Schedule & Progression Guidelines
- Schedule is jointly defined by Clinical and University Supervisors
- Can be split by:
- Time of day
- Days of the week
- Separate weeks in the semester
- The University Supervisor may need to assist in shaping each candidate's teaching schedule, especially when flexibility or intervention is required. Here's the recommended approach:
Phase-by-Phase Progression:
- Weeks 1–2:
- Observe and support Clinical Supervisor
- Build rapport, ;earn student names and routines
- Begin working with individuals and small groups
- Weeks 3–Placement Midpoint:
- Begin teaching one class or subject
- Gradually take over more instruction as agreed upon
- Final Weeks:
- Gradual return of teaching duties to Clinical Supervisor
- Engage in individual/group instruction and peer observations
Note: Clinical Supervisors may retain select classes due to specialized program requirements.
Dual or Split Placements
While most Teacher Education Candidates are assigned to one Clinical Supervisor, dual/split placements may occur:
- For specialized certification requirements or program needs
- Shared placements may involve multiple classroom teachers and University Supervisors
- In cases where a candidate teaches in two areas (e.g., English and ESOL), one Clinical Supervisor may cover both with support from different University Supervisors
- Notify the Field Placement Office for coordination and clarity across teams
Letters of Reference & Recommendations
Teacher Education Candidates may request a letter of reference from their University Supervisor. In most cases, this request is welcomed, as the candidate and supervisor have cultivated a strong working relationship throughout the placement.
However, it is important to understand that many school districts now require applicants to upload letters of reference themselves. As a result, any letter provided by the University Supervisor will be sent directly to the candidate, who will then submit it to the relevant districts. This process means that candidates will have access to the letter.
Alternatively, a candidate may ask to list the University Supervisor as a professional reference. In these cases:
- The candidate provides the supervisor’s name and contact details to the school district.
- The district may email an evaluation form for the supervisor to complete and submit electronically.
- If confidentiality is a concern, the supervisor should check whether the candidate has waived their right to view the completed evaluation (usually indicated on the form itself).
Student teaching is a transformative phase in a teacher's development. While most candidates successfully navigate the experience, some may require additional support.
Initiating the Support Process
Concerns about a candidate’s performance may be raised by:
- The University Supervisor
- The Clinical Supervisor
- The Building Principal
- KU faculty or school district personnel
When concerns arise, the following steps shall be followed:
Step 1: Initial Conversation
- The concern should be directly discussed with the candidate, giving them an opportunity to reflect and adjust.
- This conversation shall be documented, including:
- Date of discussion
- Summary of the concern
- Any immediate action taken
Step 2: Written Plan of Action
If issues persist:
- The candidate, Director of Student Teaching, and supervision team will collaboratively draft a formal improvement plan.
- The plan shall include:
- Specific areas requiring improvement
- A timeline with review checkpoints
Step 3: Escalation of the Issue
If performance continues to decline or issues worsen a meeting will be held with the candidate, supervision team, and the Director of Student Teaching. Possible outcomes:
- Immediate or deferred termination of student teaching
- Removal from the teacher education program
- Assignment of a failing grade
Immediate Removal Protocol
The school officials (Clinical Supervisor, Principal, or District Administrator) may determine that the candidate cannot remain in the classroom due to serious performance or behavioral concerns. This could result in immediate removal from student teaching.
Links to more information
Document Downloads
- STAR Self-Evaluation Instrument
- Lesson Plan Format