Room LWH 4023
天天吃瓜
5500 North St. Louis Avenue
Chicago , IL 60625
United States

Room LWH 4023
天天吃瓜
5500 North St. Louis Avenue
Chicago, IL 60625
United States

天天吃瓜
5500 North St Louis Avenue
Chicago, IL 60625
United States

All NEIU teacher candidates are required to have a negative tuberculosis (TB) skin test (Mantoux) before entering any school. In accordance with the Illinois School Code (105 ILCS 5/24-5), all school boards require employees, clinical students, and student teachers to provide evidence of freedom from communicable diseases, including tuberculosis. Such evidence shall consist of a tuberculin skin test (NEIU Health Services requires Mantoux) and, if appropriate, a chest X-ray.

The TB test may be obtained in the NEIU Student Health Services Office at no cost or from a health provider outside NEIU. Those tested outside of NEIU must present their TB test results to the NEIU Student Health Services Office and receive a Tuberculosis Test Report Form. The teacher candidate must then submit this form to the CEST Office via email.

The Clinical Experiences and Student Teaching (CEST) Office works closely with Chicago area schools and school districts. To better serve our teacher candidates and PK-12 colleagues, the CEST Office has established school-university relationships and partnerships.

Clinical and student teaching placements are solely managed by the CEST Office. Due to the complexity of the placement process, teacher candidates are asked not contact schools or school districts or intervene in the placement process. While teacher candidates may request one or more placement sites to be considered, placement sites are selected to assure compliance with CAEP Standards, Illinois State Law, and NEIU College of Education policies and procedures. As a result, a placement site cannot be guaranteed. 

Clinical and student teaching placements are made in urban and diverse settings in Chicago, and portions of Cook, Du Page, Lake, Kane, and McHenry counties. Placement sites are selected to prepare candidates to teach students with special needs; English Language Learners; students in high needs schools; and students from racial, cultural, ethnic, and socioeconomic groups which differ from the teacher candidate. All teacher candidates will have one or more placements in a diverse and/or urban school. All teacher candidates also will be placed within a 25 mile radius of the NEIU Main Campus and will have a minimum of one placement in a public school.

Efforts will be made to provide field experiences across the spectrum of grades/ages covered on a teaching license. All clinical and student teaching placements are made within the age/grade span covered on the Teacher Licensure a student is seeking to earn as follows:

Placements will be made to assure that no conflicts of interest occur and that teacher candidates have varied educational experiences. Teacher candidates will not be placed in schools they have either worked in or attended or where family members attend, are employed, or serve on school boards.

Teacher candidates who meet the requirement of Illinois Administrative Code 25.620 (see the  for definitions and conditions) may apply to student teach in their own classroom. In order to be considered, teacher candidates must make an appointment with the Director of Clinical Experiences and Student Teaching to obtain the additional requirements and documentation necessary.

Teacher candidates are assigned to a particular clinical or student teaching seminar section based on their certification area and placement site by their respective academic department. Teacher candidates should not register for their clinical or student teaching course until they receive written authorization from their academic department/program to do so. Teacher candidates typically are authorized to register for their respective clinical or student teaching course during the NEIU late registration period.

Teacher candidates may only report to their placement site if they are fully registered for their clinical or student teaching course. To be considered fully registered in a clinical or student teaching course, the course must appear on the teacher candidate鈥檚 record in the official University student registration system.  

Student teaching provides the teacher candidate with an opportunity to apply what he/she has learned in university courses to the professional setting of a classroom. Student teaching is a full-time commitment for 16 weeks. During this period, the teacher candidate鈥檚 main objective is to continue to develop the knowledge, skills, and dispositions to become an effective teacher proficient in the Illinois Teaching Standards. Student teachers also should strive to become thoughtful learners, leaders, inquirers, and community members.

Student Teaching Responsibilities

Throughout the semester, the student teacher must work on the development of technical competencies and reflective teaching. Designing and implementing lessons and units using a variety of instructional strategies/activities; experiencing one-on-one, small group and large group settings; and using a variety of instructional media and resources is a part of the teaching process and should include differentiated instruction.  Student teachers also should participate in all activities and responsibilities required of the cooperating teacher, such as record keeping, grading, conferences, in-services, faculty meetings, etc.

Student Teaching Calendar and Schedule

Student teaching begins and ends on the first and last day of the semester as published in the NEIU Schedule.  Students may not report to a school to begin student teaching or activities associated with it before the official first day of the semester, without written approval of the principal and the Clinical Experiences and Student Teaching Director.

During the student teaching semester, the student teacher follows the calendar of the school/district, not 天天吃瓜, with respect to holidays and vacations. Those planning to student teach in the spring semester must not plan travel or vacations in advance of receiving a confirmed student teaching assignment. If advance plans are made and conflict with school/district spring vacation times, travel plans will need to be altered. Teacher candidates who plan vacations in advance of knowing the school district calendar risk being unable to complete their plans as scheduled if the vacation period conflicts with the school/district calendar.

Student teachers are required to function as regular staff members of the school in terms of arrival and departure times. This includes attending school functions such as team meetings, faculty meetings, in-service sessions, and parent/teacher conferences. University courses, employment and extracurricular activities are unacceptable reasons for the student teacher to leave school early or to not attend school functions. Teacher candidates are not to ask their cooperating teachers if they may arrive late or leave early.

Student teachers are to assume the same responsibility for regular attendance that the cooperating teacher does.  This is defined as the full teaching day, including in-services and field trips, for which a cooperating teacher is responsible. 

Phases of Student Teaching

The degree of teaching responsibility assigned to the student teacher is based on the principle of gradual induction. The student teacher's work should progress from observation and assistance to small group instruction to instruction of the entire class as the lead or primary teacher.

All student teachers complete clinical experiences prior to student teaching and, therefore, should be ready to assume responsibilities in the classroom at the start of their student teaching experience. However, it is suggested that the cooperating teacher and student teacher cooperatively develop a teaching schedule that best suits the student teacher's abilities and the needs of the students.

The pace at which classroom responsibilities are assumed is continually re-examined in relation to the student teacher's demonstrated performance and abilities. The assumption of classroom responsibilities should be gradual enough so that the student teacher has time to adjust to added responsibilities, yet rapid enough so that the student teacher faces continuing challenges.

Please note that each student teaching experience is unique to the school and the student teacher. The timelines below are suggested guidelines and may not meet the needs of all student teachers or schools. Cooperating teachers may utilize this plan or develop their own in conjunction with the university supervisor. 

Suggested Student Teaching Timeline

Week 1

Cooperating Teacher welcomes, orients, and socializes the student yeacher to school/classes; provides student teacher with professional resources and professional work space; student teacher observes, engages in orientation activities, and begins to work with students in a professional capacity while developing awareness and understanding of the classroom and school context. The cooperating teacher and student teacher discuss goals/units/course of study. The student teacher begins lesson planning for Week 2/3 guided by the cooperating teacher using lesson plan templates/structures designated by the student teacher's licensure program.

Throughout the Experience

The student teacher and cooperating teacher dialog daily to evaluate progress and reflect on the results of the planning and instruction whether delivered by the cooperating teacher or the student teacher. The cooperating teacher approves all lesson plans in advance and supports the student teacher鈥檚 efforts at planning providing guidance, suggestions, and ideas for shaping lessons to meet the needs of the learners in the classroom in ways the student teacher may not have considered. The cooperating teacher directs and observes activities of the student teacher with regard to content and methodology, giving the student teacher opportunities to pose suggestions and ideas more frequently than 鈥渄irecting.鈥� The cooperating teacher and student teacher conference regularly with cooperating teacher providing feedback, stimulating, and participating in reflection with the student teacher to explore instruction and its impact on student learning. The student teacher develops written lesson plans in advance for each day/lesson taught. Full (long-form) lesson plans are developed for each lesson observed by the university supervisor.

Weeks 2-3

The student teacher begins teaching one subject/class period.

Weeks 4-6

Add one subject/class period per week; develop and submit written plans prior to the start of the week for review and consent of Cooperating Teacher; modify as needed; Cooperating Teacher helps Student Teacher reflect upon instructional strategies used and include others.

Weeks 7-8

A written midterm summative evaluation form is completed by the cooperating teacher, discussed with student teacher, signed by all, and submitted to university supervisor.

Weeks 9-12

Full day teaching of all subjects/class periods; guided by cooperating teacher.

Weeks 13-15

The student teacher gradually returns responsibility for subjects/classes to the cooperating teacher (typically one class at a time).

Weeks 15-16

A written summative final evaluation form is completed by the cooperating teacher, discussed with the student teacher, signed by all, and submitted to the university supervisor.

Student Teaching Evaluation

Evaluation is an ongoing process throughout the student teaching semester. Evaluation data is gathered from a variety of sources including:

1. Observations of the student teacher conducted by the university supervisor and cooperating teacher.
2. Lesson and unit plans developed and implemented by the student teacher.
3. Teaching performance evaluations completed by the university supervisor and cooperating teacher.
4. Student teacher self-evaluation and reflections.

Student teachers have a minimum of five one hour formal observations made by the university supervisor with a post-conference involving the student teacher, the cooperating teacher, and the university supervisor. The observation visit should be scheduled at a time convenient to both the cooperating teacher and university supervisor.

During the student teaching semester, two evaluation conferences (midterm and final) also are conducted with the student teacher, university supervisor, and cooperating teacher in attendance. These conferences should include the analysis of performance of the student teacher and culminate in the completion of the evaluation form that is then forwarded to the Office of Clinical Experiences and Student Teaching.

A grade of "A" or "B" must be earned in the student teaching course to be entitled to receive an Illinois Teaching License.

Each of 天天吃瓜鈥檚 initial teacher licensure programs requires supervised field experiences with students in schools under the guidance of a cooperating teacher. The Illinois State Board of Education defines clinical experiences 鈥渁s that part of the professional preparation program enabling candidates preparing for certified roles to acquire practical experience along with theoretical knowledge prior to entering into the full responsibilities of the role for which they are seeking certification.鈥� 

Pre-Student Teaching Clinical Courses and Hours

The minimum number of pre-student teaching clinical hours varies by initial licensure program.

Scheduling of Pre-Student Teaching Clinical Hours

Pre-student teaching clinical experiences are scheduled at dates and times mutually agreed upon between the clinical student and the cooperating teacher(s) and/or school administration.  Teacher candidates must conduct their pre-student teaching clinical experiences while the school is in session and students are present. 

Establishing and adhering to a clinical hour completion schedule is an essential part of having a successful clinical experience. Use the following guidelines to prepare your clinical schedule:

• Plan to be at your placement site in no less than three hour increments on one or more consistent days throughout the semester. 
• Complete your clinical hours throughout the course of the semester, not sporadically or within a two or three week period.
• Arrange other coursework, employment, personal, and family obligations in a way that allows sufficient time to travel to and from the placement site, fulfill clinical expectations at the placement site, and complete any associated requirements such as research, lesson planning, and other work required outside of the placement site. 
• If employed full-time, make arrangements with your employer to be absent from work for a period of time each week in order to complete your required clinical hours.
• Provide a written clinical hour completion schedule approved by your cooperating teacher(s) to your clinical seminar instructor/supervisor by the end of the second week of the semester.
• Once established, do not change your clinical schedule unless requested to do so by your cooperating teacher or university supervisor.

Pre-Student Teaching Clinical Seminars

 All courses with pre-student teaching clinical components include a seminar held on campus. Dates and times will be published in the University Schedule for the semester. Pre-student teaching clinical seminars begin at the start of the semester and continue through the end of the term.

Pre-student teaching clinical seminars follow a defined academic program syllabus and complement the clinical component of the course. The syllabus includes specific content to be learned. Written and other assignments also are required. Discussions will include reflections about the clinical experience and progress toward becoming a professional educator.

Pre-Student Teaching Clinical Evaluation

Clinical students are evaluated by both their cooperating teacher and university supervisor throughout the semester. The clinical student will be observed a minimum of two times by the university supervisor. The observation visit should be scheduled at a time convenient to both the cooperating teacher and university supervisor. 

Clinical students receive a final evaluation from both their cooperating teacher and university supervisor. These evaluations should be discussed with the clinical student in a conference with the cooperating teacher and university supervisor. 

A grade of 鈥淎鈥� or 鈥淏鈥� must be earned in a pre-student teaching clinical course to enroll in a subsequent course requiring a field experience.

Teacher candidates must apply one year in advance of the semester in which they are planning to complete their clinical or student teaching experience. 

Pre-Student Teaching Clinical Application

After attending a CEST information session, teacher candidates must complete an online clinical application. Teacher candidates in academic programs which require multiple clinicals only need to attend one CEST Clinical Information Session, but must submit an online clinical application for each clinical experience.

To help 天天吃瓜 teacher candidates better understand their role and responsibility as a mandated reporter, the College of Education requires all teacher candidates to complete the online Department of Children and Family Services (DCFS) Mandated Reporter Training as part of their clinical application. Candidates will receive instructions on how to complete this online training with their clinical application materials.

All teacher candidates must also successfully complete the Chicago Public Schools (CPS) Field Experience Registration. Candidates will receive detailed instructions for how to complete this process the semester prior to their clinical experience.

Student Teaching Application

Teacher candidates must complete and submit an online student teaching application one year in advance of the semester in which they plan to complete their student teaching. All teacher candidates are required to attend a CEST Student Teaching Information Session where they will receive information on the student teaching application as well as instructions for how to prepare their application materials.

In addition to completing a student teaching application, all NEIU student teachers are required to complete a CPS Student Teaching Application. Student teaching applicants will receive detailed instructions for how to complete the CPS Student Teaching Application the semester prior to their student teaching experience.

Teacher candidates must apply one year in advance of the semester in which they plan to do their clinical experience or student teaching. All teacher candidates are required to attend a CEST Clinical Information Session and a CEST Student Teaching Information Session before submitting an application. The CEST Office will not accept applications from any teacher candidate who has not attended the pre-application information meeting related to the respective field experience.

Clinical and Student Teaching Information Sessions

The Clinical and Student Teaching Information Sessions will be announced on the CEST NEIUport Group site.  Teacher candidates are responsible for regularly reviewing the CEST NEIUport Group site for these meeting announcements.

At the Clinical and Student Teaching Information Sessions, teacher candidates will receive information regarding their respective field experience as well as information about application procedures, policies, expectations, timelines and other related items.

Teacher candidates who do not attend the pre-application information session must attend a session and submit an application for placement in a future semester.