Field Experience Resources for Teacher Candidates
The JHCOE partners with PreK-12 school administrators to provide quality experiences for our students, or Teacher Candidates. Placements afford aspiring teachers the chance to showcase their knowledge and pedagogical skills in classroom environments with experienced teachers. Below you will find helpful tips and resources to use during your field experience.
Tips and Resources
Helpful Tips and Resources for Teacher Candidates: Student Teaching
See below for resources to support you during your student teaching experience:
- Student Teaching Advice and Resources Guide
- Student Teaching Tips and Resources
- 30 Tips for for Student Teachers
- The Complete Guide for Student Teachers
- The Student Teaching Survival Guide
- 6 Ways to Professionally Prepare for your Student Teaching Experience
See below for Instructional Resources:
- How to Write a Lesson Plan as a Student Teacher
- Instructional Resources for Teachers
- PBS Learning Media - Classroom Resources for Teachers
- Empowering Educators - Resources for Teachers
- 10 Tips for Teachers: Lesson Planning Life Hacks
See below for Classroom Resources:
- Tips for Teachers @ A to Z
- 20 Classroom Management Strategies and Techniques (+ Downloadable Lists)
- Classroom Management Techniques and Tips
Suggestions: Involvement in School Placements
In the Classroom
- Help struggling students
- Administer tests or quizzes
- Grade class work/papers
- Monitor center activities
- Plan and deliver lessons
- Assist during transition times
Outside the Classroom
- Lunch duty
- Hall monitoring
- Assist in study hall monitoring
- Preparing and putting up bulletin boards
- parent/teacher conferences
- open house
Outside of School Hours
- Planning lessons
- Preparing instructional materials
- Attend voluntary site functions (math night, musicals, sports)
- (with approval) communicate with parents through newsletters, emails, daily/weekly progress reports, notes on student work, phone calls
UToledo Resources
Take advantage of all resources UToledo has available. See the Academic Success and Engagement page to connect with the resources you need to be successful.
Employment Opportunities
Handshake is an interactive online database where individuals can find employer events, internships, and on-campus jobs and explore full—and part-time employment opportunities. Research careers in education and connect with fellow students, alums, and recruiters looking to hire our UToledo Rockets!
Licensure Process
NOTE: This tab is under development - updated content and resources coming soon!
Teacher Licensure
The field experience leads students to the next stage of becoming a teacher - Licensure!
Learn more about Teacher Licensure
Admission to Professional Education
For JHCOE students to engage in their practicum and student teaching internship, they need to meet criteria for admission. Learn more about Professional Education
ODE Resources
Expectations for Practicum and Student Teaching
For All Teacher Candidates
- Clearly communicate the specific expectations of your field experience to your Mentor Teacher. There are different expectations
for each level of practicum and your internship. This includes:
- The lessons and/or modules you are required to teach.
- The amount of planning involved based on your level of field experience (i.e., Practicum I, II, Internship, etc.).
- How and when you will work together to review lesson plans.
- Clarity on the number of field observations and conferences required of you based on your level of field experience.
- Establish open communication early on to ensure a smooth and collaborative experience throughout your placement.
- Collect necessary contact information, such as your Mentor Teacher's cell number (if applicable), the school's phone number, etc.
- Discuss preferences in communication (i.e., does your Mentor Teacher prefer text or email?)
- Share any dates in advance that will conflict with the schedule you establish (e.g., a religious holiday that you observe which requires an absence, your brother's out-of-town wedding, etc.)
- Uphold your professional commitment to both your Mentor Teacher and your placement school. Field Experiences provide
the opportunity to further develop your skills in classroom instruction and assessment,
preparing you for your future career. This commitment includes:
- Professional notification when you anticipate a day you need to arrive late, leave early, or be absent from a field placement session (e.g., doctor's appointment). If the need for an unexpected tardy or absence occurs (e.g., sick, funeral), you are to notify your Mentor Teacher before the start of the school day.
- Maintaining a standard of behavior that reflects your role as a teacher, such as dressing appropriately, using professional language, and maintaining a respectful tone in all interactions.
- Setting clear boundaries and modeling positive behavior. Whether engaging with students, colleagues, or parents, you are expected to act with integrity, responsibility, and a focus on fostering a supportive and productive classroom atmosphere.
Teacher Candidates: What to Expect with Your Practicum and Internship Field Experience
Adhere to the Codes of Conduct
Teacher Candidates are expected to uphold the highest standards of professionalism, including adhering to established codes of conduct and demonstrating appropriate behavior while in the field. The way you conduct yourself during field experiences reflects your readiness to join the teaching profession. Schools expect educators to act with integrity, professionalism, and respect at all times. These values are non-negotiable and essential for fostering trust and creating a positive learning environment.
Remember, your actions in the field set the foundation for your future career as a teacher. Success in this profession requires not only academic preparation but also a commitment to exemplary conduct. Strive to embody the values and responsibilities of an educator in every interaction.
- Ohio State Board of Education - Licensure Code of Professional Conduct
- The University of Toledo - Student Code of Conduct
For additional information and support on UToledo's code of conduct, see the Office of Student Conduct and Community Standards.
Accepting Feedback
Accepting feedback is a critical part of your professional growth as a Teacher Candidate. It involves being open to constructive criticism from your Mentor Teacher and Field Supervisor, understanding that their insights are meant to help you improve.
Approach feedback with a positive mindset, listen actively, and reflect on the suggestions provided. Implementing this feedback in your teaching practices shows maturity and a commitment to learning. It’s important to ask questions if clarification is needed and to view feedback as an opportunity for continuous improvement.
Teacher Candidates: What to Expect with your Practicum and Internship Field Experience
Practicum (Methods Field)
The practicum is a part-time field experience taken during your junior or early senior year, designed to prepare you for student teaching. The practicum allows you to apply instructional methods in a real classroom setting while gaining valuable hands-on experience under the guidance of a Mentor Teacher.
Time in the Classroom: Practicum
This is a part-time school placement. There are no set hours, however this is intended to be a long-term educational experience
where you will plan a consistent schedule based on how the classroom is structured. Practicum schedules will vary. This will be decided at the start of the practicum experience and will be mutually
agreed upon between you and your Mentor Teacher.
Role in the Classroom: Practicum
You will engage in classroom activities but are not yet expected to take on the full
responsibility of the teacher. Throughout the practicum experience, you will have
opportunities to teach individual lessons or even a full unit, and may step into the
role of the teacher for at least one class period.
While completing your junior practicum(s), plan to prepare and teach 2 or more 1-day
lessons. During your senior practicum, plan to prepare and teach at least 1-2 instructional
modules, each lasting 1.5 to 2 weeks.
Primary (PreK-5): Lessons will vary based on subject matter and grade band, but will traditionally follow
this sequence: Jr. fall semester - PreK; Jr. spring semester - science and ELA; Sr.
fall semester (prior to student teaching) - social studies and math.
AYA - Middle (4-9): One lesson in each of your two subject areas. The lessons do not need to be connected.
AYA (9-12): Lessons will be a single subject (math, science, ELA, or social studies). They should
be distinct, not repeated.
SPED (K-12): coming soon
MULTI (K-12): coming soon
This is a chance for you to apply your learning while gaining valuable classroom experience
under the Mentor Teacher's guidance.
Please remember, it is your responsibility to share the specific expectations required of your practicum experience to your Mentor Teacher.
Engagement in the Classroom: Practicum
Outside of lesson or unit planning, you will actively participate in various classroom
activities. This includes working with small groups, assisting with grading, distributing
materials, and answer student questions. You will have the opportunity to observe and learn about the broader school environment,
including classroom management strategies, school culture, and interactions with staff
and students.
To optimize your experience, take initiative to engage beyond assigned tasks. Regularly ask your Mentor Teacher how you can further assist, inquire about additional
responsibilities, and share your ideas. Proactively seek opportunities to try teaching
a lesson after observing your mentor, as this hands-on experience will deepen your
learning and enhance your overall practicum.
The more actively you contribute, the more valuable your experience will become.
Internship (Student Teaching)
The student teaching internship is the full-time field experience serving as your senior capstone. Student teaching traditionally takes place during the spring semester (prior to graduation).
Time in the Classroom: Internship
This is a full-time school placement. There are no set hours, however this is intended to be a long-term experience where
you will plan to engage in the classroom environment as if you were the classroom
teacher.
You will be at the school for 5 full days a week and will need to align your schedule to reflect the school's academic calendar.
Role in the Classroom: Student Teacher
You will gradually assume responsibility for the classroom over the course of the term. During the first few weeks, you will observe and get to know the students and classroom routines. As you gain confidence, you can begin taking on lesson planning and teaching responsibilities, eventually leading full lessons.
As you take on full teaching responsibilities, you will receive support and guidance
from your Mentor Teacher, who will collaborate with you on instruction based on their
existing annual plans, ensuring a balance between your independence and their mentorship.
Primary (PreK-5): Lessons will vary based on subject matter and grade band.
AYA - Middle (4-9): Module lessons in each of your two subject areas. Each module should focus on 1-2
topics, and lessons should be connected conceptually and taught consecutively.
AYA (9-12): Module lessons in your subject area (math, science, ELA, or social studies). The
modules should focus on 1-2 topics, and lessons should be connected conceptually and
taught consecutively.
SPED (K-12): coming soon
MULTI (K-12): coming soon
Please remember, it is your responsibility to share the specific expectations required of your internship experience to your Mentor Teacher.
Toward the end of the term, you will gradually return responsibility back to your Mentor Teacher, allowing for a smooth transition and reflection on your experience.
Engagement in the Classroom: Internship
You will engage in a variety of classroom and school activities beyond teaching. This
includes participating in teacher workdays, attending parent-teacher conferences (as
appropriate), and collaborating with other education professionals under the guidance
of the Mentor Teacher.
Additionally, you are encouraged to attend school events to further immerse yourself
in the school community and gain a well-rounded professional experience.
To make the most of this opportunity, fully immerse yourself in all aspects of the
teaching experience. Remember, this is your chance to gradually take over the classroom, but your Mentor
Teacher will be there to guide and support you every step of the way.
It’s important to understand that teaching is a skill that develops over time through practice and reflection—perfection
is not the expectation. Trust that your academic preparation has equipped you well for this moment, and embrace
the learning process that comes with your first full-time teaching role. This hands-on
experience will build your confidence and prepare you for managing your own future
classroom.
Mentor Teachers and Field Supervisors
Mentor Teacher Role
As part of your practicum or internship field experience, you will be paired with
a Mentor Teacher who is regularly employed with full classroom or student intervention
responsibilities. They will dedicate the time and effort required to support and guide
you as a Teacher Candidate so you can grow into a confident, skilled professional.
The title, Mentor Teacher, may not be consistently used based on your school or district.
Your Mentor Teacher can be often referred to as Cooperating Teacher, Cooperating Mentor
Teacher (CMT), Supervising Teacher, etc. Please know that these titles are interchangeable.
Mentor Teacher Responsibilities
For the duration of your field experience, your Mentor Teacher will need to:
- Formally observe your planning, teaching, and assessment at least two times for practicum students or at least four times for student teachers.
- Participate in conferences with the Teacher Candidate and Field Supervisor at least one time for practicum students or at least two times for student teachers.
Teacher Candidate's Responsibilities to the Mentor Teacher
All JHCOE students in a field experience is referred to as a Teacher Candidate - because that is what you are! You are in the final stages of your education program and are on your way to becoming a licensed educator. In addition to satisfying the course requirements set forth by your faculty instructor, you are responsible for establishing clear expectations and mutual understanding between you and your Mentor Teacher.
Practicum Teacher Candidates:
- At the beginning of your placement, you will need to create a Field Experience Schedule in Watermark. This will outline a consistent part-time schedule that you and your Mentor Teacher agree on for the semester.
- While there isn’t a specific "hours requirement" for practicum field experiences, you must follow a regular part-time schedule throughout your placement. Be sure to agree on this schedule with your Mentor Teacher at the start, as you will be expected to follow it for the entire semester.
Internship Teacher Candidates:
- At the beginning of your placement, you will need to obtain a copy of the school's academic calendar and ensure that you align your schedule to theirs. This will outline the dates for your full-time, semester-long internship experience.
- Share the dates for the 3 on-campus professional development days which you will be required to attend as part of your course requirements.
Field Supervisor Role
The Field Supervisor is an experienced teacher employed by the JHCOE who evaluates your effectiveness of planning, instruction, assessment, and the classroom environment. The Field Supervisor will conduct all conferences with you and your Mentor Teacher. Additionally, they are the liaison between your placement school and the university, and can answer questions and provide guidance for both you and/or your Mentor Teacher.
Please know, if you are in ever in need of support or guidance in this process, or if you have questions, reach out to them. They are there to support you in this journey and are always willing to help when questions arise.
Field Supervisor Responsibilities
For the duration of your field experience, your Field Supervisor, in addition to your Mentor Teacher, will need to:
- Formally observe your planning, teaching, and assessment at least two times for practicum students or at least four times for student teachers.
- Participate in conferences with the Teacher Candidate and Field Supervisor at least one time for practicum students or at least two times for student teachers.
Teacher Candidate's Responsibilities to the Field Supervisor
Teacher Candidates are strongly encouraged to make the initial contact with Field Supervisors upon assignment. To facilitate clear and efficient communication, it is recommended to share your cell phone number to ensure seamless coordination for scheduling observations and conferences. These are essential to complete your field experience.
Observations, Conferences, and Watermark
Field Observations and Conferences
You will receive field observations from both your Mentor Teacher and Field Supervisor. The number of observations conducted on you will vary based on the level of your field experience. Please note, you should always clarify these expectations with your faculty instructor, the Teacher Candidate and/or the Field Supervisor.
For Practicum Teacher Candidates:
- At minimum, 2-4 Field Observations and 1 Conference
- Primary (PreK-5) in the PreK Practicum
- At minimum, 4 Field Observations and 1 Conference
- Primary (PreK-5), AYA Middle Childhood (4-9), AYA (7-12), SPED (K-12), and MULTI (K-12)
Additional observations will be determined as needed, based on the discretion of the Mentor Teacher and/or Field Supervisor.
For Internship Teacher Candidates:
- At minimum, 8 Field Observations and 2 Conferences
- Primary (PreK-5), AYA Middle Childhood (4-9), AYA (7-12), SPED (K-12), and MULTI (K-12)
Watermark
Watermark Student Learning and Licensure is a digital portfolio system used to assess
student performance based on professional standards within your field experience.
You, your Mentor Teacher and Field Supervisor will use Watermark to conduct and view
observations and evaluations. As a Teacher Candidate, you will use Watermark to complete surveys and assessments,
and access edTPA (during student teaching only), where you will build and submit your
ePorfolio of teaching materials.
For more information on edTPA, see the edTPA 101 tab.
Emails from Watermark are sent to all stakeholders once field placements are arranged. We recommend all parties save the original email once received, as it has links to helpful resources designed to help you access and navigate Watermark.
For technical support using Watermark, see Watermark Guides from the Carver Center Knowledge Base.
Should you require additional support, please don't hesitate to contact:
Carver Center Help Desk
carvercenter@utoledo.edu
419.530.2454
Watermark FAQs for Students
During my field experience, who uses Watermark?
All JHCOE students receive a Watermark account when they enter their professional
program or graduate program(s) that use the software. Any JHCOE faculty teaching these
courses (which use the software), Mentor Teachers, and Field Supervisors will also
receive a Watermark account.
How will my Faculty Instructor, Mentor Teacher and Field Supervisor use it?
Faculty will provide you with select assignments/assessment through Blackboard, which
will direct you to Watermark.
Mentor Teachers and Field Supervisors will utilize the digital platform to record
and share your field observations and other assessments.
Do I have to give them access to or support them with Watermark?
No. You are not responsible for setting up the Watermark accounts. That will be done automatically from the Director of the Carver Center when your practicum and/or internship placement is confirmed.
Who do I contact for help with Watermark?
For troubleshooting questions, contact the Carver Center Help Desk by email or phone.
- (419) 530-2454
What supports are available to help me with Watermark?
Watermark Guides are available for further support. Be sure to see the sections specific to students (blue/teal)
edTPA
The edTPA is a student-produced ePortfolio of teaching materials associated with Pearson Education Inc. The edTPA will satisfy the student teaching/internship
course requirements upon submission. Additionally, it will satisfy licensure requirements
when passed.
See Educator Licensure Testing Requirements from the Ohio State Board of Education for further information.
edTPA FAQs for Students
What is edTPA?
The edTPA is a student-produced ePortfolio of teaching materials that you will complete and submit during your student teaching internship. This portfolio satisfies your student teaching/internship course requirements.
The edTPA is a national performance-based, subject-specific assessment and support system used by teacher preparation programs throughout the United States, and is associated with Pearson Education Inc.
Do I have to complete, submit, and pass the edTPA to satisfy my internship course requirements?
No! You are only required to complete and submit the edTPA to satisfy your internship/student teaching course requirements. A passing edTPA score is not required to pass your internship course, however, a passing edTPA score satisfies licensure requirements.
How do I complete the edTPA ePortfolio?
You will create a candidate account in edTPA to build your ePortfolio and upload materials such as lesson plans, videos, and student work samples.
You will receive guidance from your field supervisor, mentor teacher, and faculty during your internship/student teaching field experience to complete each step.
How is the edTPA submitted?
You will access your edTPA candidate account through Watermark, our college’s new online system. From there, you can upload and organize your ePortfolio materials. Once you submit your ePortfolio, it will be sent directly to Pearson for evaluation.
Who scores the edTPA?
Because you are directly submitting your edTPA to Pearson (through Watermark), it will be scored by external educators and faculty within your subject-area expertise.
UToledo faculty will not access your portfolio materials.
Why is that important?
In 2020, the Ohio Department of Higher Education determined the edTPA to be a nationally recognized and scored performance-based assessment.
OK, what does that mean for me?
It means that you’re one step closer to licensure! Because the edTPA portfolio is graded externally, a passing score qualifies you for licensure.
What about the Ohio Assessment for Educators (OAE) Assessment of Professional Knowledge (APK)? I thought I needed to take and pass that in my content area to qualify for licensure.
A passing edTPA score satisfies licensure requirements.
What if I don’t pass the edTPA when I submit at the end of my student teaching internship?
No worries! If you do not pass the edTPA at first, you can retake the sections missed until you receive a passing grade.
Or you can take the OAE-APK as an alternative to the edTPA, only in the event you do not pass.
Should I do the edTPA and take the OAE-APK?
The edTPA is required for your internship, so you have to do it either way if you want to pass the course.
The OAE-APK should only be taken as an alternative to the edTPA.
However, you can take the OAE-APK in addition to completing the edTPA if you like spending extra money when you don’t need to, or if you like taking standardized tests for fun. It’s not necessary, but if you really want to, have at it.