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Personnel Responsibilities
NEIU Student
The purpose of these experiences is to provide the prospective teacher with a variety of classroom experiences. It is important, therefore, that the students understand their roles and responsibilities.
The students must:
• Obtain and complete the required applications for clinical experiences and/or student
teaching (see Appendix B).
• Attend a mandatory meeting at which school responsibilities will be discussed.
• Contact the school after the placement has been received and report promptly to the
indicated person / school.
• Provide the cooperating teacher/s with copies of the Suggested Activities and the
Clinical Experiences and Student Teaching Handbook.
• Be prompt and prepared for assignments designated by the cooperating teacher and
university supervisor.
• Inform the cooperating teacher and university supervisor of any absences.
• Dress in a professionally appropriate manner.
• Become acquainted with policies and/or regulations of the cooperating district, school
and classroom.
• Complete all clinical experience and student teaching requirements of the NEIU
supervisor and attend all scheduled class meetings/seminars.
• Request that the cooperating teacher sign / initial the clinical experiences log daily.
• Request that the cooperating teacher complete and return the EVALUATION OF
CLINICAL EXPERIENCES to Northeastern Illinois University.
• During the sixteen week student teaching period the NEIU student will gradually accept
the assigned responsibilities of a practicing professional under the guidance of the
cooperating teacher.
Cooperating Teacher
Cooperating Teachers are key individuals in the students' professional development. They should be selected on the basis of demonstrated competence and willingness to work with students, be fully certified by the State of Illinois, and have a minimum of three years successful classroom teaching.
The Cooperating Teachers may assist the students by:
• Providing activities appropriate for the student's experience. i.e., CLINICAL
EXPERIENCES: tutoring individual students, working with small groups of of children,
developing bulletin boards, etc.
• STUDENT TEACHING: adding a new subject weekly or second class until the student
has assumed full responsibility for the classroom
• Monitoring class involvement and providing suggestions that will improve and reinforce
good teaching principles.
• Providing emotional support and encouragement during the experience. i.e., schedule
time to listen and react, help find solutions, support protégé's goals, acknowledge
protégé's success.
• Guiding and modeling various teaching strategies, allowing for risk taking, encouraging
creative endeavors, and sharing in the reflective process of identifying their strengths
and weaknesses.
• Conducting daily and/or weekly conferences with the student to discuss strengths and
weaknesses, provide for future planning and goal setting, and address any questions
or needs.
• Verifying the students' participation in the school program by signing the clinical
experience students' log.
• Completing and returning evaluations / check-lists relative to the quality of the
student's performance and participate.
University Supervisor
The university supervisor is the liaison between the school and the university. The supervisor must be willing to listen to, acknowledge the competence of, and interact in a collaborative manner with the cooperating school and faculty.
The university supervisor will:
• Inform the cooperating teachers about the university's requirements for these
experiences.
• Develop an ongoing dialogue with the cooperating teachers regarding the progress of
the students.
• Serve as a resource person, if requested, by the teacher.
• Discuss expectations that have been established as part of the experiences.
i.e., CLINICAL EXPERIENCES: observation, tutoring, small/whole group lessons,
lesson plans // STUDENT TEACHING: lesson plans, units, whole class instruction,
assessment, conferences, etc.
• Create an open climate for students to discuss their experiences and provide them with
professional guidance and emotional support.
• Inform the teacher of any data and reports that will be collected to assure accuracy
and completion of assessment concerning student effectiveness.
• Provide the cooperating teacher with a STUDENT TEACHER Mid term & Final
EVALUATION to be returned to NEIU, Clinical Experiences and Student Teaching Office.
• Inform the students of any data and reports necessary for documenting their
experiences. i.e., CLINICAL: daily logs, lesson plans, etc.
• STUDENT TEACHING: lesson plans, weekly self-evaluation, etc.
• Conduct seminars* related to students' experiences, that will foster professional growth
and development. i.e.,*CLINICAL: bi-monthly seminars *STUDENT TEACHING:
weekly seminars.
• Visit students on-site regularly. The length and number of visits will vary based upon
the students needs. i.e., CLINICAL: minimum of two visits during the semester,
excluding introduction // STUDENT TEACHING: minimum of six visits or every other
week as suggested by the State Certification Board, including introduction
• Communicate with the coordinator about any problems that may occur regarding
students' placements. The coordinator, in cooperation with the supervisor, is
responsible for resolving any placement problems.
CEST Coordinator
The Coordinator is responsible for the selection of school sites that will provide experiences consistent with the various programs' goals. These sites are selected to provide opportunities for education students to observe, plan, and practice in multiple settings that will prepare them for their professional role. They will include racially, culturally diverse, and exceptional populations.
The Coordinator will:
• Initiate contacts, make placements, and enter into agreements with officials in school
districts, Boards of Education and principals, regarding all field experience placements.
• Regularly evaluate sites and provide feedback to the individual education programs and
schools so students will be provided experiences that meet the needs of each course.
• Keep students and faculty apprised of regulations regarding clinical experiences and
student teaching through class visitations and/or conducting meetings for the students
and faculty.
• Maintain and monitor a current file of each education student ensuring that logs,
evaluations, and related records are accurately completed. In the event of
discrepancies and/or unsatisfactory experiences, the instructor and student will be
notified so corrective measures may be taken.
• Establish deadline dates for these experiences and insure that the dates are
disseminated to students, faculty, and academic advisors.
• Assess prior teaching experiences in conjunction with the division chairperson for the
waiving of any clinical experience hours.
• Issue one three-credit tuition coupon per student teacher, and one per each 50 hour+
field experience student. The coupons are subject to the specified conditions.
• Provide, upon request, placement data and other information to the College of
Education Dean and/or department chairpersons regarding clinical experiences and
student teaching.
• Change or terminate a student's placement at any time for professional reasons, if
requested, by either the district or university instructor.
Principal
The principal's role is to provide leadership in the acceptance of students into the school's culture. The principal is the student's first contact within the educational setting, so he/she is the one who explains the school's philosophy and procedures.
The principal/designee will:
• Provide the students with a qualified role model.
• Encourage participation in the school's programs. i.e., plays, field trips, faculty
meetings, in-services, etc.
• Assist in orienting the students to the school, community, and its resources.
• Share in the supervision of the students providing feedback to the students,
cooperating teachers, and university supervisors.
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