Field Experiences

Priority Deadlines: Having enough lead time to work with school districts on finding volunteer mentor teachers and supervising principals is essential.  Application deadlines allow the Field Services office enough time to maximize placement success.  Please submit your placement requests by the following deadlines:

• A request for Spring Placement priority deadline is September 15th.
• A request for Fall Placement is February 15th.

Requests placed after the above-listed deadlines are welcomed; however, understand that placement in the desired term (semester) is more difficult.

Teacher candidates (WSU Students) are expected to submit a “practicum request survey” for each field practicum they wish to take. Have your resume and biography prepared before starting your survey. You will upload the documents during the survey.  Complete this survey if you are requesting one of the following: T&L 401, 402, 405, 469, 590, SPEC_ED 490, or MIT 571.

• Practicum Placement Request Survey

Before completing the Student Teaching Placement Request Survey, have your resume, biography, content assessment, or purchase receipt ready for upload during the survey.  Complete this survey if you are requesting a Student Teaching or Internship experience (T&L 490 or MIT 575).

• Student Teaching Placement Request Survey

The students you work within the K-12 system are protected by the Family Education Rights and Privacy Act (FERPA).  You must adhere to FERPA in all aspects of your practicum experiences.

April 21, 2021

Updated code of conduct for Washington educators

Licensed professions often have a code of conduct that all practitioners in their field are expected to follow. The educator profession is no exception. In Washington, the Professional Educator Standards Board (PESB), composed primarily of practicing educators, sets standards and establishes a code of conduct for teachers, administrators, and educational staff associates (ESAs). The educator code of conduct safeguards our students, strengthens the culture of our schools, and increases public confidence in the integrity of our education system. It also clarifies what is expected of educators and how they will be held accountable.

Educator discipline is administered at two levels. Employment discipline is handled at the local level, and certificate discipline is handled at the state level. The OSPI Office of Professional Practice (OPP) is responsible for investigating individual educators for possible violations of the professional code of conduct at the state level.

Code of conduct

In 2020, a stakeholder workgroup met to review the educator discipline system in Washington. At the March 2021 board meeting, PESB approved updates to the code of conduct and educator discipline system related to workgroup recommendations.

Additions to the code of conduct:

• Provisions on social media and digital communications (WAC 181-87-062)
• New definition of sexual grooming is now included in sexual misconduct (WAC 181-87-080)

Discipline system

The Board added a new type of OPP action: the letter of concern. A letter of concern is a low-level intervention that is preventive and informative in nature. It is also non-disciplinary, meaning that no action is taken on the educator’s certificate. A letter of concern is not issued for serious types of misconduct.

The Board also approved guidelines for the composition of a disciplinary appeals committee to better reflect the diversity of the students in our state.

Find out more

• Slidedeck for educators and education leaders
• Updated code of conduct
• Types of discipline and discipline-related actions
• Contact the OSPI Office of Professional Practice at 360-725-6130 or OPP@k12.wa.us for information on the process, investigations, and more.

You must adhere to the Code of Conduct standards in all aspects of your practicum experiences.

Pre-residency Clearance

All Teacher-Candidates must complete a background check by completing fingerprinting and purchasing liability insurance.  See WSU’s Field Page for more information.

Fingerprint Clearance

We recommend the completion of fingerprinting through your regional Educational Service District (ESD) rather than the sheriff’s office or other option because of their direct access to OSPI approval.  Using an ESD for fingerprinting significantly reduces the amount of processing time.

• ESD 123, 3924 West Court Street, Pasco, WA 99301
  509-547-8441
  http://www.esd123.org
• ESD 171, 430 Old Station Road, Wenatchee, WA 98801
  509-665-2610
  http://www.ncesd.org
• ESD 105, 33 S. 2nd Ave., Yakima, WA 98902-3486
  509-454-3102
  http://www.esd105.org

Liability Insurance

Liability Insurance is required of all Teacher-Candidates (WSU Students). Renewal deadlines and completion are the teacher candidate’s responsibility.  Insurance expiration without renewal will cause your practicum to halt.

Visit the “Practicum Clearances” tab to access the direct link to policy information. To help ensure that there is no gap in your insurance during your practicum, pay attention to WHEN you purchase the policy. Online purchase only allows for either January through December or July through June. You can also take a printed form to the cashier’s office to get a 365-day policy.

We encourage you to plan your insurance to cover both the Advanced Practicum and Student Teaching. You may need to wait to purchase fall to spring coverage until late summer. If purchased too early or too late, you may be stuck paying for two years of coverage. Please read the policy coverage details carefully and plan accordingly.

Finally, once you purchase your liability insurance, please send a copy of the receipt or confirmation email to Charlie Wagner (charlene.wagner@wsu.edu).

Early Practicums occur throughout a Teacher-Candidate’s program and are focused on specific topics.  Early Practicums have a parallel lab or course that the Teacher-Candidate attends.  The purpose is to expose and explore content, pedagogy, instruction, assessment, and educational issues in the field.

• T&L 401 – Bilingual/English Language Learners (6 hrs/wk, 90 hrs total)
• T&L 402 – Instructional Strategies, Literacy, Technology, and Assessment (3 hrs/wk, 45 hrs total)
  • Alternate Route Packet
• T&L 405 – Math and Science (3 hrs/wk, 45 hrs total)
  • Alternate Route Packet
• T&L 590 – MIT content experience (16 hrs/wk, 210 hrs total)
• SPEC_ED 490 – Special Education (6 hrs/wk, 90 hrs total)

Practicum Activities

• Observations
  • Mentor-Teacher – a minimum of 2 written observations
  • Field Supervisor – a minimum of 2 written observations
  • Others – Lab/Course professors may also observe
• Mid-term Evaluation: Early Practicum Evaluation (Field Supervisor and Mentor-Teacher)
• Final Packet: Checklists/Cover Sheet (Teacher-Candidate)
  • Log Sheet
  • Exit Survey (will be sent to you via WSU email from Pullman)
  • Diversity Documentation
  • 2 University Field Supervisor Observations (Field Supervisor)
  • 2 Mentor Teacher Observations (Mentor-Teacher)
  • Final Evaluation: Early Practicum Final Evaluation

Program Handbooks

• Elementary 490 Handbook
• Secondary Pre-Internternship 469 Handbook

Alternate Route Program

Alternate Route (AR) Program teacher candidates follow a condensed schedule arranged between the school district and WSU Tri-Cities to accommodate work schedules and logistical issues of the para-educators.  AR term is usually eight (8) weeks in length rather than the traditional 16 weeks.  All activities mentioned below are the same, they just happen faster and completed sooner.

Practicum Activities

This is a summary sketch, please refer to your specific syllabus or handbook (T&L490, MIT 571, T&L 469, T&L 590).

• Ongoing Documentation: Look at the “Final Packet” list below.  You will use these documents to record your activities, diverse populations of students that you work with, and progress in the practicum.  Schedule time each week to complete this documentation.
• Teaching: This practicum allows the Teacher-Candidate to gain confidence in their instruction by doing!  Teacher candidates in this practicum are expected to design and teach a minimum of four lessons approved by their Mentor-Teacher and Field Supervisor.  The lesson plan format can be one that the Mentor-Teacher prefers or the College of Education Template.  There are specific timelines to submit your lesson plans to both Mentor-Teacher and Field Supervisor prior to the lesson instruction.
• Observations
  • Four observations from your Field Supervisor.  A minimum of two will be written feedback.
  • Four observations from your Mentor-Teacher.  A minimum of two will be written feedback.
• PDEFE Mid-Term Evaluation:  Remind your Mentor-Teacher and Field Supervisor one week prior to mid-term about your evaluation. Schedule a conference time to go over it prior to the mid-term due date.
• PDEFE Final Evaluation: Remind your Mentor-Teacher and Field Supervisor two weeks prior to the end of your practicum.  Schedule a conference time to go over the final evaluation prior to the term due date.
• Final Packet: Checklists/Cover Sheet (Teacher-Candidate)
  • Log Sheet
  • Context for Learning (Teacher-Candidate)
  • Exit Survey (will be sent to you via WSU email from Pullman)
  • 2 University Field Supervisor Observations (provided by the Supervisor)
  • 2 Mentor Teacher Observations (provided by the Mentor-Teacher)
  • PDEFE Final Evaluation (provided by Supervisor and Mentor-Teacher)

Program Handbooks & Resources

• Student Teaching Handbook (T&L 415)
• Internship Handbook (MIT 575)
• edTPA WSU Resources
• WSU Student Teaching Web Resources

Alternate Route Program

Alternate Route (AR) Program teacher candidates follow a condensed schedule arranged between the school district and WSU Tri-Cities to accommodate work schedules and logistical issues of the para-educators.  AR term is usually eight (8) weeks in length rather than the traditional 16 weeks.  All activities mentioned below are the same, they just happen faster and completed sooner.

Practicum Activities

This is a summary sketch, please refer to your specific syllabus or handbook (T&L 415, MIT 575).

• Ongoing Documentation: Look at the “Final Packet” list below.  You will use these documents to record your activities, diverse populations of students that you work with, and progress in the practicum.  Schedule time each week to complete this documentation.
• Teaching: Student Teaching allows the Teacher-Candidate to gain confidence in their instruction by doing!  Teacher candidates in this practicum are expected to design and teach lessons approved by their Mentor-Teacher and Field Supervisor.  The lesson plan format can be one that the Mentor-Teacher prefers or the College of Education Template.  There are requirements by the edTPA of the teacher candidate to write in-depth and sophisticated lesson plans, narrative, and video lessons.  The teacher candidate is expected to submit their lesson plans to both Mentor-Teacher and Field Supervisor 24 hours prior to the lesson instruction.  The Student-Teacher should become semi-autonomous approximately by mid-term in designing and delivering lessons for a majority of the day.  Eventually, Student-Teachers should plan, teach, and operate the classroom full-day approximately two-thirds of the term.
• Observations
  • 12 hours of observations from your Field Supervisor with written feedback.
  • 600 hours (7.5 hrs/day x 5 days/wk x 16 wks) of total practicum time in which your Mentor-Teacher will observe and provide feedback.
• PDEFE Mid-Term Evaluation:  Remind your Mentor-Teacher and Field Supervisor one week prior to mid-term about your evaluation. Schedule a conference time to go over it prior to the mid-term due date.
• PDEFE Final Evaluation: Remind your Mentor-Teacher and Field Supervisor two weeks prior to the end of your practicum.  Schedule a conference time to go over the final evaluation prior to the term due date.

• Final Packet: Checklists/Cover Sheet
  • Practicum Log Sheet
  • Context for Learning
  • Exit Survey (will be sent to you via WSU email from Pullman)
  • 12-hour documentation (provided by Field Supervisor)
  • 2 Mentor-Teacher Observations (provided by Mentor-Teacher)
  • Diversity Documentation Form
  • Professional Growth Plan (PGP)
  • Final Evaluation: PDEFE  Final (provided by Field Supervisor and Mentor-Teacher)

The Intern Substitute Certification is a limited teacher certificate that allows intern/student teachers to work and earn pay as a substitute while simultaneously doing their student teaching.

The demand for teachers has resulted in a shortage of substitute teachers. Washington State University (WSU) understands that the growing need for substitutes places school districts in a difficult position. However, student teaching is the most valuable pre-service experience and is designed to assure that prospective teachers enter the profession successfully. Therefore, WSU discourages the use of student teachers as substitutes.

Similarly, WSU discourages the use of cooperating teachers as substitutes in other classrooms. This practice limits the cooperating teacher’s availability to mentor pre-service students and, in effect, violates the school district’s contracted responsibility to provide a student teacher with a cooperating teacher on an ongoing basis.

WSU will use the following policy for (a) awarding an Intern Substitute Teacher Certificate, and (b) allowing substitute teaching by student teachers who possess an Emergency Substitute Teacher Certificate:

Determination of readiness for an Intern Substitute Teacher Certificate, or for substitute teaching by student teachers who possess an Emergency Substitute Teacher Certificate, will be made after formal observations by the university supervisor, and with input from the student teacher and the cooperating teacher.
The student-teacher must have progressed in their assignment to the point where they demonstrated the ability to effectively teach and learn from teaching solo, and no sooner than the mid-point of the student teaching experience.

The student-teacher shall notify, in writing, the student teaching supervisor of each substitute teaching assignment. The notification shall occur at the first meeting with the student teaching supervisor subsequent to the substitute teaching assignment.

In addition to the above policy, WSU encourages school districts to adhere to the following practices:

• Certificated personnel shall be legally responsible for the classroom(s) where the student-teacher is teaching as a substitute teacher.
• Teaching as a substitute should be limited to no more than three consecutive days and cannot exceed 10 days total.
• The student-teacher shall not be penalized in any way, including performance evaluations, for refusing to accept an assignment as a substitute teacher.
• The Intern Substitute Certificate is valid only during the student teaching field experience. Substitute service during the student teaching phase (1) must be in the cooperating teacher’s classroom, (2) must be approved by the university supervisor, (3) cannot exceed a total of 10 days, and (4) is limited to a maximum of three consecutive days per occurrence.

Issuance of this certificate is subject to the following conditions:

• District approval
• Completion of at least 50% of the field experience
• University supervisor and cooperating teacher approval
• Field Services Director Approval
• Application and payment of the $44.00 fee.

Substitute Request Form must be completed and submitted to john.mancinelli@wsu.edu by the Field Supervisor to complete the process.

Please Note: Some districts do not support the use of pre-service teachers as substitutes. Please check with your cooperating teacher or building administrator before applying.

• Job Search: District Processes
• Job Search: The Job Posting – How to align application
• Job Search: The Job Interview (coming soon!)

Welcome, and Thank You!

We are pleased you elected to work with a WSU Teacher-Candidate this semester!  Thanks to your guidance, encouragement, support, and critical feedback of Teach-Candidates WSU regularly graduates high-quality teachers that enter the profession each year.  Please bookmark and regularly rely on this webpage for guidance and resources to help mentor your Teacher-Candidate.

The mentor teacher is considered to be an outstanding educator who is willing to share students, classroom responsibilities, and professional expertise with a Teacher-Candidate. The mentor is responsible to help the teacher-candidate develop a sense of confidence and security and the skills necessary to successfully begin a teaching career.

What are the various practicums I might supervise?

• The Early Practicums are a topical field experience a Teacher Candidate has when entering the Teaching and Learning program.  These teacher candidates just entered the program with very few or no pedagogy or content courses under their belt.  These practicums acquaint Teacher Candidates with the public school environment and more specifically with content-specific (English Language Learners, Bilingual Learner Education, math, literacy, science, Special Education, etc.) curriculum applicable to the classroom.  The focus and emphasis for these experiences are content standards, design, instruction, and assessment.
• Advanced Practicums are the penultimate course to Student Teaching and are designed to prepare the Teacher Candidate for Student Teaching.  Teacher candidates gain increased time in the field with increased responsibilities to deliver written lesson plans and deliver four lessons.
• Student Teaching is the final and culminating practicum where the Teacher Candidate shadows an experienced Mentor Teacher full-time. The edTPA application and submission occur during this time with the support of the Mentor Teacher.  Generally, the goal is for the Teacher Candidate to operate the assigned classroom full-time approximately two-thirds of the way through the practicum.

What should I provide feedback to the Teacher-Candidate and how should I provide it?

• Model Professionalism.
• Be Encouraging.
• Be accurate, clear, and honest.
• Be timely.

When and how do I evaluate the Teacher-Candidate?

• Observations: Each type of practicum requires a minimum number of written feedback from observations.  Documents used for observation notes can be found in the “Observation Tools” section on this website tab.
• Mid-term Evaluation.  Depending on the practicum, the Early Practicum Review or the PDEFE form is completed by the Field Supervisor and sent to the Mentor-Teacher for their additions and comments mid-way through the semester.  The Field Supervisor and Mentor-Teacher meet with the Teacher-Candidate to share their evaluation.  All three parties sign the “mid-term” section.  The Field Supervisor then submits the mid-term evaluation form to the WSU Tri-Cities Field Services Office.
• Final Evaluation. Depending on the practicum, the Early Practicum Review or the PDEFE form is completed by the Field Supervisor and sent to the Mentor-Teacher for their additions and comments in the last two weeks of the semester.  The Field Supervisor and Mentor-Teacher meet with the Teacher-Candidate to share their evaluation.  All three parties sign the “final” section.  The Field Supervisor provides the document to the Teacher-Candidate to submit in their “Final Packet” of required paperwork.

Resources will be here.

You are familiar with how FERPA applies to your students in K-12.  These same statutes also apply to university students.  Because Teacher Candidates are over 18, their academic information (including practicum progress) is protected and only available to the student.  Any other persons requesting information must be directed to the Field Services Director (john.mancinelli@wsu.edu).   DO NOT SHARE ANY INFORMATION WITH ANYONE OTHER THAN your principal/supervisor, the field supervisor, the teacher candidate, or the Field Services Director.

Verbal Conference with written follow-up.

The first step when a teacher candidate demonstrates concerns is a direct conversation with them.  Be explicit about the concern and provide a timeline in which the teacher candidate is expected to demonstrate improvement.  *NOTE* if the concern violates ethical, moral, or legal expectations notify the Field Services Director (john.mancinelli@wsu.edu) immediately.  Send a “summary of meeting” email as a follow-up to the meeting outlining what was discussed.  Keep this email for your records.

Teacher-candidate plan of improvement.

There are cases where a Teacher-Candidate significantly struggles or demonstrates deficits during their field experiences.  The Field Supervisor will work in conjunction with the mentor-teacher and Teacher-Candidate to develop a Plan of Improvement.  The Field Supervisor may use CoEd Student Improvement Plan to outline a clear track for improvement by the Teacher-Candidate.  The Plan of Improvement must be submitted to the Office of Field Services: Lindsay Lightner (llightner@wsu.edu) for all Alternate Route Teacher-Candidates and Dr. John Mancinelli (john.mancinelli@wsu.edu) for all other Teacher-Candidates.

Additional Consequences for At-Risk Teacher Candidate Behavior.

In the event the Teacher Candidate does not make adequate improvement or lack improvement, the Field Director will hold a meeting with the Mentor Teacher, Principal, and Field Supervisor to clarify issues and interview the team.  The Field Services Director will meet with the Teacher Candidate to discuss the issue.  Once interviews are complete, the Field Services Director will determine appropriate next steps including:

• Reassignment to another mentor teacher.
• Removal from practicum (“F” for semester grade) and must retake.
• A specialized intervention.

There are multiple ways to document and communicate observations to Teacher Candidates.  The following are some tools for your consideration:

• CoEd Student Teacher Observation T-Chart (Word(r) fillable form)
• CoEd Student Teacher Observation Worksheet
• CoEd Field T-Chart Feedback (handwritten form)
• CoEd Field Service Discussion Documentation contains recommended topical conversations with your Teacher Candidate.

Early Practicums occur throughout a Teacher-Candidate’s program and are focused on specific topics.  Early Practicums have a parallel lab or course that the Teacher-Candidate attends.  The purpose is to expose and explore content, pedagogy, instruction, assessment, and educational issues in the field.

• T&L 401 – Bilingual/English Language Learners (6 hrs/wk, 90 hrs total)
• T&L 402 – Instructional Strategies, Literacy, Technology, and Assessment (3 hrs/wk, 45 hrs total)
  • Alternate Route Packet
• T&L 405 – Math and Science (3 hrs/wk, 45 hrs total)
  • Alternate Route Packet
• T&L 590 – MIT content experience (16 hrs/wk, 210 hrs total)
• SPEC_ED 490 – Special Education (6 hrs/wk, 90 hrs total)

Practicum Activities

• Observations
  • Mentor-Teacher – a minimum of 2 written observations
  • Field Supervisor – a minimum of 2 written observations
  • Others – Lab/Course professors may also observe
• Mid-term Evaluation: PDEFE Mid-Term (Field Supervisor and Mentor-Teacher)
• Final Packet: Checklists/Cover Sheet (Teacher-Candidate)
  • Log Sheet
  • Exit Survey (will be sent to you via WSU email from Pullman)
  • 2 University Field Supervisor Observations (Field Supervisor)
  • 2 Mentor Teacher Observations (Mentor-Teacher)
  • Final Evaluation: PDEFE

Program Handbooks

• Elementary 490 Handbook
• Secondary Pre-Internternship 469 Handbook

Alternate Route Program

Alternate Route (AR) Program teacher candidates follow a condensed schedule arranged between the school district and WSU Tri-Cities to accommodate work schedules and logistical issues of the para-educators.  AR term is usually eight (8) weeks in length rather than the traditional 16 weeks.  All activities mentioned below are the same, they just happen faster and completed sooner.

Practicum Activities

This is a summary sketch, please refer to your specific syllabus or handbook (T&L490, MIT 571, T&L 469, T&L 590).

• Ongoing Documentation: Look at the “Final Packet” list below.  You will use these documents to record your activities, diverse populations of students that you work with, and progress in the practicum.  Schedule time each week to complete this documentation.
• Teaching: This practicum allows the Teacher-Candidate to gain confidence in their instruction by doing!  Teacher candidates in this practicum are expected to design and teach a minimum of four lessons approved by their Mentor-Teacher and Field Supervisor.  The lesson plan format can be one that the Mentor-Teacher prefers or the College of Education Template.  There are specific timelines to submit your lesson plans to both Mentor-Teacher and Field Supervisor prior to the lesson instruction.
• Observations
  • Four observations from your Field Supervisor.  A minimum of two will be written feedback.
  • Four observations from your Mentor-Teacher.  A minimum of two will be written feedback.
• PDEFE Mid-Term Evaluation:  Remind your Mentor-Teacher and Field Supervisor one week prior to mid-term about your evaluation. Schedule a conference time to go over it prior to the mid-term due date.
• PDEFE Final Evaluation: Remind your Mentor-Teacher and Field Supervisor two weeks prior to the end of your practicum.  Schedule a conference time to go over the final evaluation prior to the term due date.
• Final Packet: Checklists/Cover Sheet (Teacher-Candidate)
  • Log Sheet
  • Context for Learning (Teacher-Candidate)
  • Exit Survey (will be sent to you via WSU email from Pullman)
  • 2 University Field Supervisor Observations (provided by the Supervisor)
  • 2 Mentor Teacher Observations (provided by the Mentor-Teacher)
  • PDEFE Final Evaluation (provided by Supervisor and Mentor-Teacher)

 Alternate Route Program

Alternate Route (AR) Program teacher candidates follow a condensed schedule arranged between the school district and WSU Tri-Cities to accommodate work schedules and logistical issues of the para-educators.  The AR term is usually eight (8) weeks in length rather than the traditional 16 weeks.  All activities mentioned below are the same, they just happen faster and completed sooner.

Practicum Activities

This is a summary sketch, please refer to your specific syllabus or handbook (T&L 415, MIT 575).

• Ongoing Documentation: The teacher candidate is to complete the “Final Packet” list below with the support of their mentor teacher (verification and signatures) and field supervisor (verification and signatures).  The teacher candidate will plan a scheduled time each week to complete this documentation outside of teaching responsibilities.
• Mentoring: Modeling, coaching, and teacher candidate evaluation are all activities the Mentor Teacher is responsible for.  As the Mentor Teacher, you are the person with the widest and most complete perspective of how the teacher candidate is demonstrating their abilities to meet standards and expectations.  Your input is significant and taken seriously. Be kind and professional but also be critical.  Time is short, so provide constructive feedback frequently and early.  If you see concerns, voice them directly with the teacher candidate and if you see patterns continuing, let the field supervisor know as well.
• Teaching: Student Teaching allows the Teacher-Candidate to gain confidence in their instruction by doing!  Teacher candidates in this practicum are expected to design and teach lessons approved by their Mentor-Teacher and Field Supervisor.  The lesson plan format can be one that the Mentor-Teacher prefers or the College of Education Template.  There are requirements by the edTPA of the teacher candidate to write in-depth and sophisticated lesson plans, narrative, and video lessons.  The teacher candidate is expected to submit their lesson plans to both Mentor-Teacher and Field Supervisor 24 hours prior to the lesson instruction.  The Student-Teacher should become semi-autonomous approximately by mid-term in designing and delivering lessons for a majority of the day.  Eventually, Student-Teachers should plan, teach, and operate the classroom full-day approximately two-thirds of the term.
• Observations
  • 12 hours of observations from the Field Supervisor with written feedback.
  • 600 hours (7.5 hrs/day x 5 days/wk x 16 wks) of total practicum time in which the Mentor-Teacher will observe and provide feedback.  Written feedback is expected weekly.
• PDEFE Mid-Term Evaluation:  One week prior to mid-term about your evaluation work with the Field Supervisor to complete the mid-term evaluation. Typically, the Field Supervisor will enter their comments and score then send them to the Mentor-Teacher to add their comments and determine if they agree on the scoring.  A conversation between the Field Supervisor and Mentor Teacher is expected in the event there are two different scores recommended to determine consensus.  The teacher candidate is to schedule a conference time to go over the final evaluation with the mentor teacher and field supervisor prior to the term due date.
• PDEFE Final Evaluation: Two weeks prior to the end of the practicum work with the Field Supervisor to complete the final evaluation.  Typically, the Field Supervisor will enter their comments and score then send them to the Mentor-Teacher to add their comments and determine if they agree on the scoring.  A conversation between the Field Supervisor and Mentor Teacher is expected in the event there are two different scores recommended to determine consensus.  The teacher candidate is to schedule a conference time to go over the final evaluation with the mentor teacher and field supervisor prior to the term due date.
• Teacher Candidate Final Packet: Checklists/Cover Sheet
  • Log Sheet
  • Context for Learning
  • Exit Survey (will be sent to you via WSU email from Pullman)
  • Activities, Experiences, Discussion Log
  • 12-hour documentation (provided by Field Supervisor)
  • 2 Mentor-Teacher Observations (provided by Mentor-Teacher)
  • Diversity Documentation Form (Teacher Candidate documentation and Mentor-Teacher signature)
  • Professional Growth Plan (PGP)
  • Final Evaluation: PDEFE  Final (provided by Field Supervisor and Mentor-Teacher)

The Intern Substitute Certification is a limited teacher certificate that allows intern/student teachers to work and earn pay as a substitute while simultaneously doing their student teaching.

The demand for teachers has resulted in a shortage of substitute teachers. Washington State University (WSU) understands that the growing need for substitutes places school districts in a difficult position. However, student teaching is the most valuable pre-service experience and is designed to assure that prospective teachers enter the profession successfully. Therefore, WSU discourages the use of student teachers as substitutes.

Similarly, WSU discourages the use of cooperating teachers as substitutes in other classrooms. This practice limits the cooperating teacher’s availability to mentor pre-service students and, in effect, violates the school district’s contracted responsibility to provide a student teacher with a cooperating teacher on an ongoing basis.

WSU will use the following policy for (a) awarding an Intern Substitute Teacher Certificate, and (b) allowing substitute teaching by student teachers who possess an Emergency Substitute Teacher Certificate:

Determination of readiness for an Intern Substitute Teacher Certificate, or for substitute teaching by student teachers who possess an Emergency Substitute Teacher Certificate, will be made after formal observations by the university supervisor, and with input from the student teacher and the cooperating teacher.
The student-teacher must have progressed in their assignment to the point where they demonstrated the ability to effectively teach and learn from teaching solo, and no sooner than the mid-point of the student teaching experience.

The student-teacher shall notify, in writing, the student teaching supervisor of each substitute teaching assignment. The notification shall occur at the first meeting with the student teaching supervisor subsequent to the substitute teaching assignment.

In addition to the above policy, WSU encourages school districts to adhere to the following practices:

• Certificated personnel shall be legally responsible for the classroom(s) where the student-teacher is teaching as a substitute teacher.
• Teaching as a substitute should be limited to no more than three consecutive days and cannot exceed 10 days total.
• The student-teacher shall not be penalized in any way, including performance evaluations, for refusing to accept an assignment as a substitute teacher.
• The Intern Substitute Certificate is valid only during the student teaching field experience. Substitute service during the student teaching phase (1) must be in the cooperating teacher’s classroom, (2) must be approved by the university supervisor, (3) cannot exceed a total of 10 days, and (4) is limited to a maximum of three consecutive days per occurrence.

Issuance of this certificate is subject to the following conditions:

• District approval
• Completion of at least 50% of the field experience
• University supervisor and cooperating teacher approval
• Field Services Director Approval
• Application and payment of the $44.00 fee.

Substitute Request Form must be completed and submitted to john.mancinelli@wsu.edu by the Field Supervisor to complete the process.

Please Note: Some districts do not support the use of pre-service teachers as substitutes. Please check with your cooperating teacher or building administrator before applying.

Resources will be here.

Beginning Fall 2021, a new appointment process will begin.  Each Supervisor will receive an appointment letter based on their assignment.

WSU Tri-Cities Human Resource page

WSU Tri-Cities Human Resource Contacts

WSU Tri-Cities Payroll

• Student Teaching Handbook and Resource Guide
• Field Supervisor Handbook

You are familiar with how FERPA applies to students in K-12.  These same statutes also apply to university students.  Because Teacher Candidates are over 18, their academic information (including practicum progress) is protected and only available to the student.  Any other persons requesting information must be directed to the Field Services Director (john.mancinelli@wsu.edu).   DO NOT SHARE ANY INFORMATION WITH ANYONE OTHER THAN the principal/supervisor, the mentor teacher, the teacher candidate, or the Field Services Director.

Verbal Conference with written follow-up.

The first step when a teacher candidate demonstrates concerns is a direct conversation with them.  Be explicit about the concern and provide a timeline in which the teacher candidate is expected to demonstrate improvement.  *NOTE* if the concern violates ethical, moral, or legal expectations notify the Field Services Director (john.mancinelli@wsu.edu) immediately.  Send a “summary of meeting” email as a follow-up to the meeting outlining what was discussed.  Keep this email for your records.

Teacher-candidate plan of improvement.

There are cases where a Teacher-Candidate significantly struggles or demonstrates deficits during their field experiences.  The Field Supervisor will work in conjunction with the mentor-teacher and Teacher-Candidate to develop a Plan of Improvement.  The Field Supervisor may use CoEd Student Improvement Plan to outline a clear track for improvement by the Teacher-Candidate.  The Plan of Improvement must be submitted to the Office of Field Services: Lindsay Lightner (llightner@wsu.edu) for all Alternate Route Teacher-Candidates and Dr. John Mancinelli (john.mancinelli@wsu.edu) for all other Teacher-Candidates.

Additional Consequences for At-Risk Teacher Candidate Behavior.

In the event the Teacher Candidate does not make adequate improvement or lack improvement, the Field Director will hold a meeting with the Mentor Teacher, Principal, and Field Supervisor to clarify issues and interview the team.  The Field Services Director will meet with the Teacher Candidate to discuss the issue.  Once interviews are complete, the Field Services Director will determine appropriate next steps including:

• Reassignment to another mentor teacher.
• Removal from practicum (“F” for semester grade) and must retake.
• A specialized intervention.

There are multiple ways to document and communicate observations to Teacher Candidates.  The following are some tools for your consideration:

• CoEd Student Teacher Observation T-Chart (Word(r) fillable form)
• CoEd Student Teacher Observation Worksheet
• CoEd Field T-Chart Feedback (handwritten form)
• CoEd Field Service Discussion Documentation contains recommended topical conversations with your Teacher Candidate.

Use of Instructional Frameworks.

There are many instructional frameworks that can help in the feedback you provide about planning, instruction, assessment, and classroom management.  Washington State uses the Danielson, Marzano, and CEL5D+ frameworks for teacher evaluation based on the school districts’ negotiated agreement.

WSU’s teacher certification programs require the completion of the edTPA which includes a framework specific to the level and subject area. Please contact the Field Services Director (john.mancinelli@wsu.edu) for the rubrics.

Early Practicums occur throughout a Teacher-Candidate’s program and are focused on specific topics.  Early Practicums have a parallel lab or course that the Teacher-Candidate attends.  The purpose is to expose and explore content, pedagogy, instruction, assessment, and educational issues in the field.

• T&L 401 – Bilingual/English Language Learners (6 hrs/wk, 90 hrs total)
• T&L 402 – Instructional Strategies, Literacy, Technology, and Assessment (3 hrs/wk, 45 hrs total)
  • Alternate Route Packet
• T&L 405 – Math and Science (3 hrs/wk, 45 hrs total)
  • Alternate Route Packet
• T&L 590 – MIT content experience (16 hrs/wk, 210 hrs total)
• SPEC_ED 490 – Special Education (6 hrs/wk, 90 hrs total)

Practicum Activities

• Observations
  • Mentor-Teacher – a minimum of 2 written observations
  • Field Supervisor – a minimum of 2 written observations
  • Others – Lab/Course professors may also observe
• Mid-term Evaluation: PDEFE Mid-Term (Field Supervisor and Mentor-Teacher)
• Final Packet: Checklists/Cover Sheet (Teacher-Candidate)
  • Log Sheet
  • Exit Survey (will be sent to you via WSU email from Pullman)
  • 2 University Field Supervisor Observations (Field Supervisor)
  • 2 Mentor Teacher Observations (Mentor-Teacher)
  • Final Evaluation: PDEFE

Program Handbooks

• Elementary 490 Handbook
• Secondary Pre-Internternship 469 Handbook

Alternate Route Program

Alternate Route (AR) Program teacher candidates follow a condensed schedule arranged between the school district and WSU Tri-Cities to accommodate work schedules and logistical issues of the para-educators.  AR term is usually eight (8) weeks in length rather than the traditional 16 weeks.  All activities mentioned below are the same, they just happen faster and completed sooner.

Practicum Activities

This is a summary sketch, please refer to your specific syllabus or handbook (T&L490, MIT 571, T&L 469, T&L 590).

• Ongoing Documentation: Look at the “Final Packet” list below.  You will use these documents to record your activities, diverse populations of students that you work with, and progress in the practicum.  Schedule time each week to complete this documentation.
• Teaching: This practicum allows the Teacher-Candidate to gain confidence in their instruction by doing!  Teacher candidates in this practicum are expected to design and teach a minimum of four lessons approved by their Mentor-Teacher and Field Supervisor.  The lesson plan format can be one that the Mentor-Teacher prefers or the College of Education Template.  There are specific timelines to submit your lesson plans to both Mentor-Teacher and Field Supervisor prior to the lesson instruction.
• Observations
  • Four observations from your Field Supervisor.  A minimum of two will be written feedback.
  • Four observations from your Mentor-Teacher.  A minimum of two will be written feedback.
• PDEFE Mid-Term Evaluation:  Remind your Mentor-Teacher and Field Supervisor one week prior to mid-term about your evaluation. Schedule a conference time to go over it prior to the mid-term due date.
• PDEFE Final Evaluation: Remind your Mentor-Teacher and Field Supervisor two weeks prior to the end of your practicum.  Schedule a conference time to go over the final evaluation prior to the term due date.
• Final Packet: Checklists/Cover Sheet (Teacher-Candidate)
  • Log Sheet
  • Context for Learning (Teacher-Candidate)
  • Exit Survey (will be sent to you via WSU email from Pullman)
  • 2 University Field Supervisor Observations (provided by the Supervisor)
  • 2 Mentor Teacher Observations (provided by the Mentor-Teacher)
  • Diversity Documentation Form (Teacher-Candidate)
  • PDEFE Final Evaluation (provided by Supervisor and Mentor-Teacher)

Program Handbooks & Resources

• Student Teaching Handbook (T&L 415)
• Internship Handbook (MIT 575)
• edTPA WSU Resources
• WSU Student Teaching Web Resources

Alternate Route Program

Alternate Route (AR) Program teacher candidates follow a condensed schedule arranged between the school district and WSU Tri-Cities to accommodate work schedules and logistical issues of the para-educators.  AR term is usually eight (8) weeks in length rather than the traditional 16 weeks.  All activities mentioned below are the same, they just happen faster and completed sooner.

Practicum Activities

This is a summary sketch, please refer to your specific syllabus or handbook (T&L 415, MIT 575).

• Ongoing Documentation: Look at the “Final Packet” list below.  You will use these documents to record your activities, diverse populations of students that you work with, and progress in the practicum.  Schedule time each week to complete this documentation.
• Teaching: Student Teaching allows the Teacher-Candidate to gain confidence in their instruction by doing!  Teacher candidates in this practicum are expected to design and teach lessons approved by their Mentor-Teacher and Field Supervisor.  The lesson plan format can be one that the Mentor-Teacher prefers or the College of Education Template.  There are requirements by the edTPA of the teacher candidate to write in-depth and sophisticated lesson plans, narrative, and video lessons.  The teacher candidate is expected to submit their lesson plans to both Mentor-Teacher and Field Supervisor 24 hours prior to the lesson instruction.  The Student-Teacher should become semi-autonomous approximately by mid-term in designing and delivering lessons for a majority of the day.  Eventually, Student-Teachers should plan, teach, and operate the classroom full-day approximately two-thirds of the term.
• Observations
  • 12 hours of observations from your Field Supervisor with written feedback.
  • 600 hours (7.5 hrs/day x 5 days/wk x 16 wks) of total practicum time in which your Mentor-Teacher will observe and provide feedback.
• PDEFE Mid-Term Evaluation:  Remind your Mentor-Teacher and Field Supervisor one week prior to mid-term about your evaluation. Schedule a conference time to go over it prior to the mid-term due date.
• PDEFE Final Evaluation: Remind your Mentor-Teacher and Field Supervisor two weeks prior to the end of your practicum.  Schedule a conference time to go over the final evaluation prior to the term due date.

• Final Packet: Checklists/Cover Sheet
  • Log Sheet
  • Context for Learning
  • Exit Survey (will be sent to you via WSU email from Pullman)
  • Activities, Experiences, Discussion Log
  • 12-hour documentation (provided by Field Supervisor)
  • 2 Mentor-Teacher Observations (provided by Mentor-Teacher)
  • Diversity Documentation Form
  • Professional Growth Plan (PGP)
  • Final Evaluation: PDEFE  Final (provided by Field Supervisor and Mentor-Teacher)

New information here

The Intern Substitute Certification is a limited teacher certificate that allows intern/student teachers to work and earn pay as a substitute while simultaneously doing their student teaching.

The demand for teachers has resulted in a shortage of substitute teachers. Washington State University (WSU) understands that the growing need for substitutes places school districts in a difficult position. However, student teaching is the most valuable pre-service experience and is designed to assure that prospective teachers enter the profession successfully. Therefore, WSU discourages the use of student teachers as substitutes.

Similarly, WSU discourages the use of cooperating teachers as substitutes in other classrooms. This practice limits the cooperating teacher’s availability to mentor pre-service students and, in effect, violates the school district’s contracted responsibility to provide a student teacher with a cooperating teacher on an ongoing basis.

WSU will use the following policy for (a) awarding an Intern Substitute Teacher Certificate, and (b) allowing substitute teaching by student teachers who possess an Emergency Substitute Teacher Certificate:

Determination of readiness for an Intern Substitute Teacher Certificate, or for substitute teaching by student teachers who possess an Emergency Substitute Teacher Certificate, will be made after formal observations by the university supervisor, and with input from the student teacher and the cooperating teacher.
The student-teacher must have progressed in their assignment to the point where they demonstrated the ability to effectively teach and learn from teaching solo, and no sooner than the mid-point of the student teaching experience.

The student-teacher shall notify, in writing, the student teaching supervisor of each substitute teaching assignment. The notification shall occur at the first meeting with the student teaching supervisor subsequent to the substitute teaching assignment.

In addition to the above policy, WSU encourages school districts to adhere to the following practices:

• Certificated personnel shall be legally responsible for the classroom(s) where the student-teacher is teaching as a substitute teacher.
• Teaching as a substitute should be limited to no more than three consecutive days and cannot exceed 10 days total.
• The student-teacher shall not be penalized in any way, including performance evaluations, for refusing to accept an assignment as a substitute teacher.
• The Intern Substitute Certificate is valid only during the student teaching field experience. Substitute service during the student teaching phase (1) must be in the cooperating teacher’s classroom, (2) must be approved by the university supervisor, (3) cannot exceed a total of 10 days, and (4) is limited to a maximum of three consecutive days per occurrence.

Issuance of this certificate is subject to the following conditions:

• District approval
• Completion of at least 50% of the field experience
• University supervisor and cooperating teacher approval
• Field Services Director Approval
• Application and payment of the $44.00 fee.

Substitute Request Form must be completed and submitted to john.mancinelli@wsu.edu by the Field Supervisor to complete the process.

Please Note: Some districts do not support the use of pre-service teachers as substitutes. Please check with your cooperating teacher or building administrator before applying.

OTHELLO S.D. NO. 147-163-55
RITZVILLE S.D. NO. 160-67
FINLEY S.D. NO. 53
KENNEWICK S.D. NO. 17
KIONA-BENTON S.D. NO. 52
PROSSER S.D. NO. 116
RICHLAND SD. NO. 400
CASHMERE S.D. NO. 222
WENATCHEE S.D. NO. 246
DAYTON S.D. NO. 2
EASTMONT S.D. NO. 200
NORTH FRANKLIN S.D. NO. J51-162
PASCO S.D. NO. 1
POMEROY S.D. NO. 110
EPHRATA S.D. NO. 165
MOSES LAKE S.D. NO. 161
QUINCY S.D. NO. 144-101
COLLEGE PLACE S.D. NO. 250
COLUMBIA S.D. NO. 400
DIXIE S.D. NO. 101
TOUCHET S.D. NO. 300
WALLA WALLA S.D. NO. 140
EAST VALLEY S.D. NO. 90
GRANDVIEW S.D. NO. 116-200
MABTON S.D. NO. 120
NACHES VALLEY S.D. NO. JT3
SELAH S.D. NO. 119
SUNNYSIDE S.D. NO. 201
TOPPENISH S.D. NO. 202
WEST VALLEY S.D. NO. 208
YAKIMA S.D. NO. 7
ZILLAH S.D. NO. 205

College of Education, Partner Contract Coordinator:

Heidi Ritter, PROGRAM SPECIALIST FIELD SERVICES

Pullman Campus
Cleveland Hall 252 And 321
Pullman, WA  99164

509-335-0925
hritter@wsu.edu

The Intern Substitute Certification is a limited teacher certificate that allows intern/student teachers to work and earn pay as a substitute while simultaneously doing their student teaching.

The demand for teachers has resulted in a shortage of substitute teachers. Washington State University (WSU) understands that the growing need for substitutes places school districts in a difficult position. However, student teaching is the most valuable pre-service experience and is designed to assure that prospective teachers enter the profession successfully. Therefore, WSU discourages the use of student teachers as substitutes.

Similarly, WSU discourages the use of cooperating teachers as substitutes in other classrooms. This practice limits the cooperating teacher’s availability to mentor pre-service students and, in effect, violates the school district’s contracted responsibility to provide a student teacher with a cooperating teacher on an ongoing basis.

WSU will use the following policy for (a) awarding an Intern Substitute Teacher Certificate, and (b) allowing substitute teaching by student teachers who possess an Emergency Substitute Teacher Certificate:

Determination of readiness for an Intern Substitute Teacher Certificate, or for substitute teaching by student teachers who possess an Emergency Substitute Teacher Certificate, will be made after formal observations by the university supervisor, and with input from the student teacher and the cooperating teacher.
The student-teacher must have progressed in their assignment to the point where they demonstrated the ability to effectively teach and learn from teaching solo, and no sooner than the mid-point of the student teaching experience.

The student-teacher shall notify, in writing, the student teaching supervisor of each substitute teaching assignment. The notification shall occur at the first meeting with the student teaching supervisor subsequent to the substitute teaching assignment.

In addition to the above policy, WSU encourages school districts to adhere to the following practices:

• Certificated personnel shall be legally responsible for the classroom(s) where the student-teacher is teaching as a substitute teacher.
• Teaching as a substitute should be limited to no more than three consecutive days and cannot exceed 10 days total.
• The student-teacher shall not be penalized in any way, including performance evaluations, for refusing to accept an assignment as a substitute teacher.
• The Intern Substitute Certificate is valid only during the student teaching field experience. Substitute service during the student teaching phase (1) must be in the cooperating teacher’s classroom, (2) must be approved by the university supervisor, (3) cannot exceed a total of 10 days, and (4) is limited to a maximum of three consecutive days per occurrence.

Issuance of this certificate is subject to the following conditions:

• District approval
• Completion of at least 50% of the field experience
• University supervisor and cooperating teacher approval
• Field Services Director Approval
• Application and payment of the $44.00 fee.

Substitute Request Form must be completed and submitted to john.mancinelli@wsu.edu by the Field Supervisor to complete the process.

Please Note: Some districts do not support the use of pre-service teachers as substitutes. Please check with your cooperating teacher or building administrator before applying.