School District Partners
Field Experiences
Field placement requests
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. Student Teacher candidates will also need to have your content assessment information. Before starting your survey, prepare the following:
- Resume – a one or two-page listing of your education, work experience, field experiences, and honors/awards.
- Letter of interest – a one or two-page letter addressed to “To Whom It May Concern,” explaining your background, why you want to teach, and your interests in gaining field experience.
You will upload the documents during the survey.
Complete this survey if you are requesting one of the following: T&L 401, 402, 405, 415, 469, 490, 590, SPEC_ED 490, MIT 571, 575.
Partner districts
CASHMERE S.D. NO. 222
COLLEGE PLACE S.D. NO. 250
COLUMBIA S.D. NO. 400
DAYTON S.D. NO. 2
DIXIE S.D. NO. 101
EAST VALLEY S.D. NO. 90
EASTMONT S.D. NO. 200
ENTIAT S.D. NO. 127
EPHRATA S.D. NO. 165
FINLEY S.D. NO. 53
GRANDVIEW S.D. NO. 116-200
KENNEWICK S.D. NO. 17
KIONA-BENTON S.D. NO. 52
MABTON S.D. NO. 120
MOSES LAKE S.D. NO. 161
NACHES VALLEY S.D. NO. JT3
NORTH FRANKLIN S.D. NO. J51-162
OTHELLO S.D. NO. 147-163-55
PASCO S.D. NO. 1
POMEROY S.D. NO. 110
PROSSER S.D. NO. 116
QUINCY S.D. NO. 144-101
RICHLAND SD. NO. 400
RITZVILLE S.D. NO. 160-67
SELAH S.D. NO. 119
SUNNYSIDE S.D. NO. 201
TOPPENISH S.D. NO. 202
TOUCHET S.D. NO. 300
WALLA WALLA S.D. NO. 140
WENATCHEE S.D. NO. 246
WEST VALLEY S.D. NO. 208
YAKIMA S.D. NO. 7
ZILLAH S.D. NO. 205
How to request to be a WSU partner district
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
Use of WSU student teachers as substitute teachers
Substitute Request Form
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 fee
The Substitute Request Form must be completed and submitted to john.mancinelli@wsu.edu by the Field Supervisor to complete the process.
Some districts do not support the use of pre-service teachers as substitutes. Please check with your cooperating teacher or building administrator before applying.
Concurrent Employment Agreement
On rare occasions, school districts may wish to explore the option of hiring a candidate for full-time employment as they complete their Student Teaching Internship. Because this places an extremely difficult burden on the teacher candidate, WSU College of Education considers these placements carefully. The primary goal is to support the candidate to successful completion of the internship, certification, and degree completion. The candidate must demonstrate a high level of readiness and willingness to complete their program while fully employed and still meet all the course requirements and meetings.
This type of placement requires the school district supports the candidate through the successful completion of their program. This may include additional time off to complete meetings, courses, and observations. Candidates will need a mentor and access to multiple supports throughout the day. There are other supports that school districts must agree to, if WSU College of Education determines the candidate is ready for this type of placement. Please see the example MOU.
Practicum types
Early Practicum (T&L 401, 402, 405, 590, SPEC_ED 490)
Early Practicums occur throughout a Teacher-Candidate’s program and are focused on specific topics. Early Practicums are face-to-face experiences and require an approved clearance by the school district separate from the WSU COVID-19 clearances. Early Practicums have two parts to their experience: a field experience and a seminar. The purpose is to expose and explore content, pedagogy, instruction, assessment, and educational issues in the field and process the experience through various activities during the seminar class.
- 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).
- T&L 405 – Math and Science (3 hrs/wk, 45 hrs total)
- T&L 590 – MIT content experience (6 hrs/wk, 90 hrs total)
- SPEC_ED 490 – Special Education (6 hrs/wk, 90 hrs total)
Early Practicum handbooks and orientation
Practicum activities
- Weekly Calendar Coordination: Using the log sheet form, Teacher Candidates are expected to review and have their calendar approved by their Mentor Teacher a minimum of a week in advance. The Mentor Teacher should initial approved absences or alterations to the regular weekly schedule. The Field Supervisor must be informed of any scheduled absences or changes by the Teacher Candidate. Log sheets must be always current and are subject to review upon demand by the Mentor Teacher or Field Supervisor.
- Teacher Candidate Observations
- Teacher Candidates will observe many different aspects of the classroom during their early practicum. The Mentor Teacher is a primary source of modeling, however, there may be times the mentor arranges observations of peers, intervention specialists, or specialists. Notes should be taken and discussed between the Teacher Candidate and the Mentor Teacher allowing for reflection and processing by the Teacher Candidate.
- Reflections of these observations should be evident in the Teacher Candidates Early Practicum Performance Criteria Journal (EPPCJ).
- Mentor Teacher Observations
- Mentor Teachers will provide rich and frequent feedback to the Teacher Candidate through out the practicum. A majority of the feedback will be verbal. A minimum of two (2) written observations will be provided the Teacher Candidate by the Mentor Teacher.
- Field Supervisor Observations
- Field Supervisors will provide actionable feedback to the Teacher Candidate during the practicum. The Field Supervisor will provide feedback verbally and a minimum of one (1) written observation to the Teacher Candidate.
- Seminar Activities and Assignments
- Refer to the associated seminar syllabus or handbook for details about activities and assignments due during the practicum.
- Some activities and assignments require integration with the field experience and time should be allotted for the Teacher Candidate to complete them.
- Early Practicum Mid-Term Packet
- Mid-term Evaluation: Early Practicum Performance Criteria Journal (EPPCJ) [Video Tutorial] – The Teacher Candidate will complete the narrative for sections 1-6 during the semester.
- One week before the mid-term evaluation meeting, the Teacher Candidate will provide the completed EPPCJ form and the log sheet to their Mentor Teacher and Field Supervisor for review.
- At the mid-term evaluation meeting, the Mentor Teacher and Field Supervisor will review the evaluation with the Teacher Candidate.
- All parties will sign the document acknowledging they were present at the meeting.
- The Teacher Candidate will collect the forms, convert them to PDFs, and submit them to the Field Supervisor for approval in a single email.
- Field Supervisor emails completed mid-term to tricities.fieldservices@wsu.edu
- Final Packet: Checklists – The Teacher Candidate will complete the narrative for sections 1 through 6 during the semester. One week before the final evaluation meeting, the Teacher Candidate will send the updated EPPCJ to the Mentor Teacher and Field Supervisor for review.
- Log Sheet (View Tutorial)
- Exit Survey (will be sent to you via WSU email from Pullman)
- 1 University Field Supervisor Observation (Field Supervisor)
- 2 Mentor Teacher Observations (Mentor-Teacher)
- Final Evaluation: Early Practicum Performance Criteria Journal (EPPCJ) Final [See Video Tutorial]
Pre-Internship/Advanced Practicum (T&L 490, 469, MIT 571)
Pre-Internships or Advanced Practicums are face-to-face experiences and require an approved clearance by the school district separate from the WSU COVID-19 clearances.
Handbooks and orientation
Pullman students
Students going through the Pullman programs are placed in their practicums for the first five to six weeks of each semester on a full-time basis instead of fewer hours each week for the full semester. This allows for a more affordable experience for students living in Pullman and traveling or remotely living during their practicum.
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 are completed sooner.
Practicum activities
- Weekly Calendar Coordination: Using the log sheet form, Teacher-Candidates are expected to review and have their calendar approved by their Mentor Teacher a minimum of a week in advance. The Mentor Teacher should initial approved absences or alterations to the regular weekly schedule. The Field Supervisor must be informed of any scheduled absences or changes by the Teacher-Candidate. Log sheets must be always current and are subject to review upon demand by the Mentor Teacher or Field Supervisor.
- Seminar Activities and Assignments
- Refer to the associated seminar syllabus or handbook for details about activities and assignments due during the practicum.
- Some activities and assignments require integration with the field experience and time should be allotted for the Teacher Candidate to complete them.
- 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 Activities: Teacher Candidates are expected to design and teach a minimum of four lessons approved by their Mentor Teacher and Field Supervisor. Teacher Candidates are expected to use the College of Education Template. Teacher Candidates must submit their lesson plan and other required documents a minimum of 24 hours in advance of the lesson.
- Observations
- A minimum of four observations from your Field Supervisor. A minimum of two will be written feedback. The Teacher Candidate may receive more than two but only select two for their final packet.
- Four observations from your Mentor-Teacher. A minimum of two will be written feedback. The Teacher candidate may receive more than two but only select two for their final packet.
- PDEFE Mid-Term Evaluation: Teacher Candidates should remind their Mentor-Teacher and Field Supervisor one week before mid-term about your evaluation. Schedule a conference time to go over it before the mid-term due date.
- Mid-Term Packet: The Teacher Candidate is responsible for compiling and submitting the mid-term packet to their Field Supervisor after their mid-term evaluation meeting. The following documents must be attached to a single email to their Field Supervisor.
- PDEFE Final Evaluation: Teacher Candidates should remind their Mentor-Teacher and Field Supervisor two weeks before the end of their practicum and schedule a conference time to go over the final evaluation.
- Final Packet: Checklists – The Teacher Candidate is responsible for compiling and submitting the final packet to their Field Supervisor after their final evaluation meeting. All of the following documents must be attached to a single email to their Field Supervisor.
- Log Sheet (View Tutorial)
- 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)
Student Teaching Internship (T&L 415, MIT 575)
Student Teaching Internships are capstone courses for the teacher preparation program.
Handbooks and orientation
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 are completed sooner.
Term
- 600 hours (7.5 hrs/day x 5 days/wk x 16 wks)
- Begins when the contracted teacher beings and may include time before the WSU semester begins.
- Ends the Friday of finals week every semester.
Practicum activities
This is a summary sketch, please refer to your specific syllabus or handbook (T&L 415, MIT 575).
- Weekly Calendar Coordination: Using the log sheet form, Teacher-Candidates are expected to review and have their calendar approved by their Mentor Teacher a minimum of a week in advance. The Mentor Teacher should initial approved absences or alterations to the regular weekly schedule. The Field Supervisor must be informed of any scheduled absences or changes by the Teacher-Candidate. Log sheets must be always current and are subject to review upon demand by the Mentor Teacher or Field Supervisor.
- Seminar Activities and Assignment
- Refer to the associated seminar syllabus or handbook for details about activities and assignments due during the practicum.
- Some activities and assignments require integration with the field experience and time should be allotted for the Teacher Candidate to complete them.
- Teaching Activities: Teacher candidates are expected to design and teach lessons approved by their Mentor-Teacher and Field Supervisor. Teacher Candidates are expected to use the College of Education Template. Additional requirements may be expected through the seminar assignments and activities. The Teacher Candidate must submit their lesson plans to the Mentor Teacher and Field Supervisor a minimum of 24 hours before the lesson activity.
- The Teacher Candidate is expected to become semi-autonomous within the first five weeks in designing and delivery lessons for much of the day. From approximately the sixth week, Teacher candidates should plan, teach, and operate the classroom full-day.
- Mentor Teacher Observations
- As the role of the Mentor Teacher shifts from modeling to coaching, feedback will increase and become more frequent. A majority of the feedback will be verbal, however there must be a minimum of four (4) written feedback observations by the Mentor Teacher.
- Mentor Teachers may use their own method of notetaking and are able to use provided forms as well.
- Several observations should be broad and encompass the whole classroom while following observations can be focused on particular aspects of the classroom.
- Field Supervisor Observations
- Field Supervisors document twelve (12) hours of contact time with Teacher Candidates. Some of this time is meeting, reflecting, emails, Zoom, and direct observations. A minimum of four (4) written feedback observations will occur during the semester term.
- PDEFE Mid-Term Evaluation: Teacher Candidates should reminder their Mentor Teacher and Field Supervisor one week before mid-term about your evaluation. Schedule a conference time to go over it before the mid-term due date.
- Mid-Term Packet: The Teacher Candidate is responsible for compiling and submitting the mid-term packet to their Field Supervisor after their mid-term evaluation meeting. The following documents must be attached to a single email to their Field Supervisor.
- PDEFE Final Evaluation: Teacher Candidates should remind their Mentor-Teacher and Field Supervisor two weeks before the end of your practicum and schedule a conference time to go over the final evaluation.
- Final Packet: Checklists – The Teacher Candidate is responsible for compiling and submitting the final packet to their Field Supervisor after their final evaluation meeting. All the following documents must be attached to a single email to their Field Supervisor. Follow the “Checklist” directions. Incomplete or late submission of paperwork can result in delayed certification or impact graduation.
- Practicum Log Sheet (View Tutorial)
- Exit Survey (will be sent to you via WSU email from Pullman)
- 12-hour documentation (provided by Field Supervisor)
- 2 Written Mentor-Teacher Observations (provided by Mentor-Teacher)
- 2 Written Field Supervisor Observations (provided by Supervisor)
- Diversity Documentation Form
- Professional Growth Plan (PGP)
- Final Evaluation: PDEFE Final (provided by Field Supervisor and Mentor-Teacher)
Final packet submission and deadlines
To receive credit for any practicum or internship, all WSU Teacher-Candidates are expected to submit a final packet via email. View the specific contents of the final pack in the descriptions above.
WSU Tri-Cities Field Service team
