6 Acknowledgement of Clinical Teaching Handbook, Liability Insurance, and Waiver of Liability .... 39 Acknowledgement of Clinical Teaching Handbook, Liability Insurance, and Waiver of Li
Health Care Expenses
Candidates are responsible for their own healthcare during field experiences, covering any expenses related to injuries that may occur The University of Texas at Arlington does not reimburse students for costs incurred from injuries sustained during field-based classes, field experiences, or clinical teaching Students must be aware of their financial responsibility for any injuries during participation in these activities.
Transportation and Meals
Candidates are responsible for their own transportation to and from their field experiences Candidates are responsible for their own meals while participating in field experiences.
Criminal Records Check
Candidates are responsible for completing forms for a criminal record check as per the requirements of the school district to which they have been assigned
D Absence Policy for Clinical Teaching
Clinical Teachers are allowed three (3) days of absences to be used due to illness, to attend job fairs and to interview for positions
In emergencies, Clinical Teachers must submit documentation for each absence and ensure that lesson plans and materials are prepared in advance If a Clinical Teacher is absent, they are responsible for providing all necessary lessons and materials to the Cooperating Teacher, similar to arrangements made for substitute teachers This may require delivering lesson plans beforehand to ensure seamless instruction during their absence.
Absence Procedures for Clinical Teachers
1 Clinical teachers will call the Cooperating Teacher as soon as they know they must be absent This must be done before the school day begins
2 Clinical teachers must email the Field Experience Office (coedfield@uta.edu) and the
UTA Supervisor to report the absence on the date of the absence
3 Clinical teachers will arrange to take care of any classroom responsibilities they may have planned for the day (just as the Cooperating Teacher must do to prepare for a substitute)
4 Clinical teachers will follow the school's procedures for reporting teacher absences
This will vary from school to school and may include calling the secretary or principal
Ask your Cooperating Teacher about the school's attendance policy when you first meet
5 All Clinical Teachers are expected to work the same hours as the Cooperating Teacher
The Office of Educational Field Experiences will reach out to any Clinical Teacher who does not adhere to the established expectations It is important to follow the official teacher workday hours, as failure to do so may be considered an absence Compliance with these guidelines ensures proper tracking of clinical teaching hours and maintains professional standards.
Clinical Teacher Teaching Schedules
Clinical Teachers are required to work the same hours as their Cooperating Teachers and actively participate in all school activities, such as open house, PTA, UIL, staff development, faculty meetings, ARD meetings, bus duty, and playground supervision, unless these conflict with required UTA course commitments Candidates should arrive at school on time, providing sufficient time to check in at the office, and remain on campus throughout the school day, leaving only when permitted by the principal This ensures they are fully engaged in the school environment and adhere to campus policies.
Clinical Teachers are assigned to work with two Cooperating Teachers each semester, giving them comprehensive teaching experience in multiple classroom settings They will be responsible for all teaching duties, ensuring they gain practical, hands-on experience Coordination of assignments and schedules is managed collaboratively by the Cooperating Teachers and the UTA Supervisor to ensure a smooth and effective teaching internship.
Substitute Teaching
Clinical Teachers can serve as substitute teachers for only one day during the Clinical Teaching field experience They are not permitted to receive payment for any services provided during this period, ensuring the experience remains unpaid and focused on educational development.
Weekly Report and Reflection
Pregnancy during Field Experience and/or Clinical Teaching
Pregnancy is an exciting milestone for expectant parents, but it requires careful planning if it occurs during the Field Experience or Clinical Teaching year Expectant students or educators should consider coordinating their schedules and consulting with supervisors to ensure a smooth transition Proper planning can help balance academic responsibilities with prenatal needs, ensuring a healthy and successful pregnancy while maintaining professional commitments.
During your Early Field Experience semester, it is important to share your Field Experience/Clinical Teaching plans with your UTA Supervisor as early as possible Keep in mind that federal guidelines do not recognize pregnancy as a disability, meaning that public schools and the University are not obligated to provide accommodations for your daily activities or program expectations Ensuring clear communication and understanding these regulations can help facilitate a successful completion of your field experience.
Clinical Teaching involves completing a full academic year working with children and Cooperating Teachers in public school classrooms, and it is a required university course essential for program completion Maternity and paternity leave are not provided; however, if pregnancy or delivery hinder your ability to fulfill the required teaching time, UTA faculty will collaborate with you to arrange alternative experiences in the subsequent semester to meet program requirements Graduation and certification are contingent upon the successful completion of all clinical teaching experiences, ensuring students meet all necessary standards for certification.
Professional Dispositions
https://www.uta.edu/coed/_downloads/Policy_and_Guidelines_for_Professional_Dispositions-Approved_2-13-2018.pdf
At the University of Texas at Arlington, educator preparation candidates are evaluated based on state and national standards, focusing on their knowledge, skills, and dispositions Their knowledge is primarily assessed through coursework, evidenced by course grades and overall GPA Skills are demonstrated and measured through practical classroom experiences, especially during clinical field placements.
Dispositions are assessed by the disposition assessment process described herein According to the
The Council for the Accreditation of Educator Preparation (CAEP) and the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards emphasize that dispositions are essential "habits of professional action and moral commitments" that underpin an educator's performance These dispositions play a crucial role in shaping candidates' professional growth and effectiveness Therefore, the evaluation process must include assessments of candidates’ dispositions, as demonstrated through their performance in field experiences and related coursework, ensuring they align with the ethical and professional standards required of educators.
All educator preparation candidates, faculty, and academic advisors will be provided with a copy of the
Candidates will be informed each semester about the professional dispositions they will be assessed on, including any instances of digression The primary goal of evaluating professional dispositions is to track candidates’ growth throughout the educator preparation program Additionally, documentation of repeated digressions may lead to decisions regarding professional remediation or separation from the UTA educator preparation program.
Termination of Clinical Teaching
A student may be removed from their Field Experiences or Clinical Teaching at any time upon the request of the building principal or the Cooperating Teacher This policy ensures that student placements are maintained in a professional and effective learning environment, prioritizing the safety and well-being of all participants If removal occurs during the early stages of Field Experience, appropriate measures will be taken to address the situation promptly, supporting the student’s ongoing development and adherence to program standards.
The Office of Field Experience aims to identify a second placement for students during experience semesters, allowing them to complete all required activities and hours within that semester If a student is asked to leave their placement during Clinical Teaching I or II and no alternative is available, they will receive an Incomplete grade and be assigned to a second placement in the following semester Should the student be asked to leave this second placement as well, they may face termination from the Program All students must meet the requirements outlined in the Professional Standards.
A candidate may face expedited dismissal from the teacher education program for serious violations of the COED Dispositions Policy Examples of egregious misconduct include illegal or unethical behavior involving minors, mishandling confidential student information, and significant breaches of the University of Texas at Arlington Honor Code and Code of Conduct Such violations are considered grounds for immediate dismissal to maintain the integrity and standards of the program.
Professional Appearance
Maintaining a professional appearance is essential for aspiring educators, as it not only meets industry standards but also significantly increases your chances of securing your desired position A polished and professional look enhances your credibility and helps you gain the trust of students and colleagues, positioning you as a competent and respected educator.
When on a public-school campus, it is essential to dress professionally, including during teacher work-days, conferences with staff, visits to other campuses, and extracurricular activities Jeans, whether blue or black, are not considered appropriate professional attire Dressing professionally helps maintain a respectful and polished environment suitable for educational settings.
ARE NOT ALLOWED except on spirit days when the entire faculty may wear jeans
• No hats, athletic or beach shoes
• No tight-fitting clothing (tops, skirts, slacks)
• No expensive or attention-getting jewelry
• No strong colognes or perfumes; some students may be allergic to them
• Long hair should be pulled back from your face
• Tattoos and/or other body art should be covered when you are at school
• Facial and/or mouth piercings must be removed when you are at school
• Jeans are not permitted, except on designated spirit days at your school
• Check skirt length when sitting down and bending over
• No blouses and tops that gape when you bend over
• Your navel should be covered, even when you raise your arms above your head
• Low-heeled shoes are recommended
• Application of make-up should be conservative
• Facial hair is prohibited in some school districts
• Slacks and collared shirts are recommended
• Closed-toe shoes are recommended and may be required in some cases
School Partners’ Demographic Data
The College of Education requires students to collect demographic data on both classrooms and schools where they are placed during Placement 1 and Placement 2 This information must be entered into the Clinical Teacher Progress Survey, which is administered via email in the middle of the final semester of the teacher certification program For detailed guidance on the specific data to be collected, please refer to Appendix B.
Guidelines for a Successful Clinical Teaching Experience
You will be assigned to a Cooperating Teacher in an approved public-school classroom, where you will observe and actively participate throughout the entire academic year This comprehensive teaching internship is a vital component of pre-service teacher preparation, providing essential hands-on experience Your teaching assignment aligns with the public-school calendar, not the university calendar, ensuring real-world classroom engagement.
Please follow these directions and suggestions during your Clinical Teaching:
1 Know when and where you are to report to the campus
When reporting back to the school, re-introduce yourself to the office staff by clearly stating your name, explaining the purpose of your visit or assignment, and informing them about the Cooperating Teacher(s) you have been paired with This helps establish clear communication and a professional relationship from the start.
3 Be on time, and if you must be absent, call the school, your Cooperating Teacher and the UTA
Office of Field Experiences Notify them as far in advance as possible
Wearing name tags at schools is mandatory to ensure security and verify your身份 Your UTA ID should serve as your name tag unless a district-specific nametag is required, helping to confirm your valid reason for being on school premises.
Maintaining a professional demeanor is essential, as you are part of the teaching staff and not a college student It is important to look and act appropriately, demonstrating professionalism at all times to inspire respect and confidence in your role.
6 Give your Cooperating Teacher(s) the utmost cooperation and respect
7 Follow through and complete all assignments
Always accept suggestions for improvement with a positive and professional attitude, recognizing that your Cooperating Teacher is there to support your growth and development Even if you initially disagree, remember that constructive feedback and experience are essential in helping you become a better, more effective teacher.
Maintaining confidentiality is crucial, as a breach can jeopardize your career opportunities and damage your reputation in the profession Most importantly, violating confidentiality can harm children and families, emphasizing the importance of discretion during discussions with your Cooperating.
Teacher(s), professors, principals, parents, other teachers, and friends Learning about and following professionalism begins now
When visiting a school, always avoid criticizing the school, teachers, or students, as you are a guest with the purpose of learning Respectful behavior ensures you maintain a positive environment and preserves your opportunity to complete your assignment successfully.
11 Students will imitate your language Use correct English at all times
If you encounter any issues with your assignment, it is essential to address them professionally by consulting only your Cooperating Teacher or UTA Supervisor, as they have the authority to make adjustments Additionally, you can inform your program coordinator and the Office of Educational Field Experiences to ensure proper support and resolution.
The Texas educator must adhere to ethical standards by respecting students, colleagues, school officials, parents, and the community while safeguarding academic freedom They are committed to maintaining the dignity of the profession through honesty, personal integrity, and legal compliance The educator should treat all colleagues fairly and equitably, fostering ethical professional relationships As public trust bearers, they are measured by their success in helping each student progress toward realizing their potential as effective citizens Additionally, educators are to collaborate with parents and community members to enhance the quality of public schools.
The Texas Educator Code of Ethics is available online in the Texas Administrative Code, Title 19, Part 7, Chapter
247, Rule §247.2 and it posted online at TEA website http://tea.texas.gov/index2.aspx?id!47501244&menu_idw1&menu_id2y4
The Texas Educator Code of Ethics is also available in Appendix A of this handbook
The Code of Ethics Document should have already been verified in your TK20 Portfolio
Creating a Responsibilities Plan for Clinical Teaching
The following two pages should be used to devise a plan for assuming responsibilities specific for your classroom
1 Use the blank form to complete your daily schedule
2 Reproduce the completed schedule form – complete as needed
3 Highlight what you will be responsible for week-by-week, after discussion with your Cooperating
4 Provide a complete copy to your Cooperating Teacher and UTA Supervisor
It is essential to promptly inform your UTA Supervisor of any schedule changes to ensure proper communication If your schedule changes, notify your supervisor immediately to keep them updated Occasionally, your UTA professor may visit the school expecting to see you based on your current schedule; therefore, timely updates help avoid any confusion Always communicate schedule revisions as soon as possible to maintain professional coordination with your UTA supervisor and faculty.
Time Monday Tuesday Wednesday Thursday Friday
Comments: I will be taking over Morning Math and adding it to the Read Aloud and Reading Buddies
Time Monday Tuesday Wednesday Thursday Friday
Science Science Science Science Science
Recess Recess Recess Recess Recess
Language Language Language Language Language
Lunch Lunch Lunch Lunch Lunch
Read Aloud Read Aloud Read Aloud Read Aloud Read Aloud
P.E./Planning P.E./Planning P.E./Planning P.E./Planning P.E./Planning
Reading Reading Reading Reading Reading
2:25 - Reading Reading Reading Buddies Reading Buddies Reading Buddies
Checklist for Fall Semester of Senior Year
The following items should be completed by the Student:
(Please share with your cooperating teachers.)
One day a week in the classroom, full day, with your cooperating teachers
• Day of attendance to be determined with your cooperating teacher
• Attendance = start with your ISD
Monday holidays must be made up if your attendance day is on a Monday
• First weekly report is due the 2 nd week of attendance
Weekly Report and Reflection (completed by the Clinical Teacher and Cooperating
Teacher and submitted electronically each week) https://www.uta.edu/coed/fieldexperience/weekly-report-reflection.php
Help the cooperating teacher as needed
Teach one Literacy lesson signed by the Cooperating Teacher
Teach one Math lesson signed by the Cooperating Teacher
Teach one Science lesson signed by the Cooperating Teacher
Teach one Social Studies lesson signed by the Cooperating Teacher
Turn in the signed lesson plan form “Fall Teaching Log” to your program coordinator
Returning date for Clinical Teaching is the first day your district starts
On the next several pages, you will find the standard lesson plan format The following guidelines apply to preparation of lesson plans
This lesson plan format is specifically designed for EC-6/ESL and EC-6/Bilingual programs Clinical Teachers must prepare a detailed lesson plan for every lesson, which will be formally evaluated by Cooperating Teachers and/or Field Supervisors To ensure timely feedback, the proposed lesson plan must be submitted at least 48 hours before the scheduled evaluation Adhering to this protocol supports effective teaching practices and compliance with program requirements.
After delivering the lesson, Clinical Teachers must complete the Lesson Reflection Form included in the handbook They are required to share this form with their Cooperating Teacher or UTA Field Supervisor and submit it online to ensure proper documentation and feedback.
When Clinical Teachers take on sustained responsibility for classes, the Cooperating Teacher may permit them to use an abbreviated lesson plan designated by the school, subject to mutual agreement This decision is at the discretion of the Cooperating Teacher and must be approved by both the Cooperating Teacher and the Clinical Teacher before the lesson is conducted.
4-8 FORMAL LESSON PLAN AND SELF-ASSESSMENT/REFLECTION
* To be completed for UTA Supervisor and CT formal observations
Students will develop lesson plans demonstrating a strong understanding of subject content and effective instructional strategies tailored for Grades 4-8 learners These plans should incorporate research-based approaches, such as those recommended by the Institute of Education Sciences, to ensure evidence-informed teaching practices Additionally, students are expected to apply discipline-specific instructional techniques learned throughout their teacher preparation coursework, aligning assessments and strategies to promote student engagement and academic success.