Master of Arts in Teaching (MAT) in Special Education (K – Age 21) Field Experience and Demonstration Teaching Handbook:

Part 3. Demonstration Teaching

DT (also known as student teaching) is an in-classroom, face-to-face experience that consists of 12 full-time weeks, as required by the state of Minnesota. The experience is aligned to the scope and content of the licensure field sought, and it provides candidates with real world experience and the opportunity to put into practice what they have learned in their coursework. It also provides candidates the opportunity to learn from more experienced teachers and supervisors.

Candidates must complete the 12 weeks of DT on a full-time basis with a schedule that parallels the schedule of the cooperating teacher. In addition to completing the classroom-based experience, candidates must also complete all applicable major assessments, including the teacher performance assessment, in order to complete both DT courses.

DT is designed to help prepare teachers who are reflective about their work, who are responsive to the needs of their students, and who are willing and able to assume active roles along with other school personnel and community members, to effect positive change for students and their families.  Three aspects are of particular importance:

1. Candidates are expected to teach and learn during their experiences in the K–Age 21 settings, in the school, and with families and colleagues. The primary concern is with student learning and the relevance of classroom lessons experiences, how well they are implemented, and how successful they are in reaching each and every student.
2. Candidates must demonstrate metacognition (i.e., thinking about one’s thinking), reflectively analyzing and modifying their classroom actions, and accumulating evidence of learning from their teaching, including their mistakes.
3. Candidates must demonstrate the ability to take risks and experiment with materials and methods that may be new and/or challenging to prior knowledge and practice.

MAT candidates must complete a 12-week, full-time, face-to-face DT experience. Candidates who intend to teach in certain states may be required to complete more than 12 weeks of demonstration teaching.

Important note: DT is only offered during the Fall term, and during the second half of Winter/first half of the Spring term and must occur in a public school (unless extenuating circumstances exist and a placement at a private school is approved).

The DT experience consists of the following components: classroom teaching, virtual observations, special education case management, and triad meetings.

Classroom Teaching

Candidates will gradually increase their responsibilities for the instructional program. The central element of the teaching component is the time when the candidates are allowed to teach on a full-time basis in partnership with the cooperating teacher. Candidates should work with the cooperating teacher to determine a plan where the candidate is responsible for the classroom (either individually or in a co-teaching model) for a minimum of 4 weeks.

During the gradual assumption of responsibilities, the candidates are expected to assume responsibility for classroom management, including but not limited to the following activities:

• Planning and implementing learning experiences that are guided by the school’s curriculum and aligned to relevant state standards.
• Using a variety of instructional and assessment strategies including the use of technology.
• Assuming the regular duties of the cooperating teacher, under the supervision of the cooperating teacher, as school policy allows. For example, administering assessments, Individualized Education Program (IEP) development and meetings, school-based team meetings, parent conferences, and other duties required of the role of the special educator.
• Providing for the individual needs of students in planning, instruction, and assessment.
• Implement culturally responsive instruction and practices.

Candidates may encounter hardships in making arrangements to leave work situations to complete DT requirements; however, it is the university’s responsibility to ensure that the candidates in the teacher preparation program fully meet all Minnesota requirements, including the ability to teach the full range of students in the area of licensure for which they are being prepared.

Special Education Case Management

The role of case manager is one of the many critical responsibilities of a special education teacher. During demonstration teaching and with supervision from the Cooperating Teacher, candidates are responsible for:

• Maintaining accurate student records and assure that appropriate confidentiality standards are in place and enforced.
• Following appropriate student and program data to administrators, colleagues, and parents, based on efficient and objective record keeping practices.
• Maintaining confidentiality of information except when information is released under specific conditions of written consent that meet confidentiality requirements.
• Engaging in appropriate planning for the transition sequences of individuals with exceptionalities.

Virtual Observations

Walden University Supervisors will conduct at least four virtual observations during DT. To conduct the observations, candidates must first record themselves teaching a lesson, and upload it to their Canvas classroom for the university supervisor to view. (If the cooperating teacher did not view the lesson in real time, the candidate will watch the recorded observation in-person with their cooperating teacher). After viewing each observation, the university supervisor will meet with the cooperating teacher and candidate. Together, the university supervisor and cooperating teacher will provide actionable feedback to the candidate. The supervisor will complete the observation rubric in the candidate’s ePortfolio.

In preparation for each virtual observation, candidates will upload their lesson plans to their ePortfolio at least 2 days prior to the observation. The observation will be canceled if the lesson plans have not been submitted. Keep in mind that four observations is the minimum; more visits may be required if there is an area of concern.

The candidate, cooperating teacher, and university supervisor are responsible for ensuring the protection and privacy of the students during the virtual observations as noted in the Roles and Responsibilities during Demonstration Teaching section below.

Triad Meetings

Following each of the four virtual observations, the university supervisor will facilitate a triad meeting with the cooperating teacher and candidate. During the meeting, the supervisor and cooperating teacher will help facilitate the candidate’s teacher performance assessment by discussing the observed lesson and providing actionable feedback to the candidate. Based on the triad meeting discussion, the supervisor will submit the observation rubric in the candidate’s ePortfolio for each of the four observations. The actionable feedback will be discussed at subsequent triad meetings to determine if there was improvement.

All DT placements will take place in a public school unless extenuating circumstances exist and a placement at a private school is approved. The DT experience spans two 6-week courses, or 12 weeks in length; however, candidates who intend to teach in certain states may be required to complete more than 12 weeks of demonstration teaching. DT is a full-time, face-to-face experience. The OFE must approve all DT experiences and placements.

In addition to the personnel qualifications listed in the Roles and Responsibilities section of this handbook, the following rules must be followed related to Demonstration Teaching placement sites:

• No student in the classroom can be a direct relative of a candidate (including by marriage).
• No person employed by the school can be a direct relative of a candidate (including by marriage).

Candidates Who Are a Paraprofessional and Request to Demonstration Teach in the Classroom Where they Work

In order for a candidate who is a paraprofessional within a Special Education classroom to be granted permission to conduct demonstration teaching within the classroom where they work, the following must occur:

• The primary responsibility of the paraprofessional role must be to support students within a special education setting.
• The paraprofessional must work in only one classroom throughout the day, and not move with students from one classroom to the next.
• The teacher of the classroom where the candidate is a paraprofessional will serve as the cooperating teacher and must meet the following qualifications:
  • Hold a valid teaching certificate/license in special education
  • Have at least 3 years of teaching experience
  • Have at least 1 year of teaching experience at the current grade/age level
  • Have at least 1 year of teaching experience in the school or center
  • Model effective instruction, including the use of state academic standards, or if available, national discipline-specific standards
  • Model culturally responsive teaching
  • Be recommended by the principal or director
• The cooperating teacher will gradually allow the candidate to help plan and teach lessons throughout the experience and will allow the paraprofessional to take over full control of the classroom (teaching all students, all subject areas, assessing students, progress monitoring, classroom management, use of assistive technology) for a minimum of four weeks.
• The cooperating teacher must be willing to complete four formal observations and triad meetings of the candidate, in collaboration with the university supervisor. The cooperating teacher, university supervisor, and candidate will participate in triad meetings following each observation and provide actionable feedback to the candidate to ensure growth and attainment of standards. 
• The cooperating teacher will observe and/or mentor the candidate at least three times per week during planning periods and/or while the candidate teaches lessons. Following each observation or mentoring experience, the cooperating teacher will provide actionable feedback to the candidate by engaging in joint reflection regarding the candidate’s successes and challenges, and by helping the candidate set goals for improvement.

Candidates Who Are a Teacher of Record and Request to Demonstration Teach in Their Own Classroom

In order for a candidate to request to demonstration teach in their own classroom, they must teach in a classroom that meets the scope and content of the special education license.

If approval to conduct demonstration teaching within a candidate’s own classroom is granted by the OFE, the candidate must work with a qualified cooperating teacher and university supervisor, and must follow the guidelines listed below:

4 formal observations and triad meetings: The cooperating teacher will complete 4 formal observations over the 12-week period, in collaboration with the university supervisor.  The cooperating teacher, university supervisor, and candidate will participate in triad meetings following each observation and provide actionable feedback to the candidate to ensure growth and attainment of standards. 

3 informal observations and/or mentoring experiences each week: The cooperating teacher will observe and/or mentor the candidate at least three times per week during planning periods and/or while the candidate teaches several content areas. Following each observation or mentoring experience, the cooperating teacher will provide actionable feedback to the candidate by engaging in joint reflection regarding the candidate’s successes and challenges, and by helping the candidate set goals for improvement.

The cooperating teacher will complete an electronic evaluation for the candidate at both the midterm and end of demonstration teaching.

Candidates Who Teach at an Alternative School and Request to Demonstration Teach in the Classroom Where they Work

Requests to complete Demonstration Teaching in an alternative setting will be reviewed on a case-by-case basis; however, alternative and therapeutic special education classrooms will only be considered for Demonstration Teaching placements if a candidate is enrolled in the Special Education program and is a Teacher of Record in a special education classroom. Candidates who are not a Teacher of Record in an alternative or therapeutic special education classroom will be required to complete Demonstration Teaching in a more traditional public school setting.

If a special education candidate is a teacher of record in an alternative or therapeutic special education classroom and is requesting to complete demonstration teaching in their own classroom, the following must be in place:

• The candidate must have at least 75 hours of early field experiences working with licensed special education teacher(s) in a mild/moderate setting at a public school prior to starting demonstration teaching.
• The school administrator must verify the classroom contains students who have a range of mild to moderate needs in the areas of academic, behavior, social, emotional, communication and functional performance.
• The school administrator must verify there is a publicly licensed special education teacher with at least 3 years of experience who is willing to serve as the cooperating teacher and who is able to observe the candidate four times and provide ongoing observations with actionable feedback.
• The school administrator must verify the cooperating teacher models effective instruction, including the use of state academic standards or national discipline-specific standards and culturally responsive teaching.
• The candidate will work with a continuous group of students throughout the 12-week experience.
• The student acknowledges that completing demonstration teaching in a therapeutic setting may impact their ability to receive the Special Education ABS license, as well as future employment opportunities.

Diversity

Candidates will be placed in classrooms that meet a range of exceptionalities and meet the program’s diversity criteria during both their early field experience courses and DT. Cooperating teachers will note the diversity of their classrooms when they complete the final evaluation during DT.

Eligibility for Demonstration Teaching

The Riley College is committed to preparing teachers who will be responsive to the moral and intellectual requirements of maintaining a democratic society. Candidates entering DT must be prepared to perform on a professional level. The following eligibility requirements for DT help ensure candidates’ readiness and ability to move into this phase of the teacher preparation program.

Approval to start DT is considered Transition Point 3 in the teacher preparation program. (Candidates should see the Candidate Guidebook for detailed information on all four transition points.)

Transition Point 1: Admitted with Conditions

Transition Point 2: Fully Admitted

Once fully admitted into the program, teacher candidates must complete the following in order to complete Transition Point 2 and be approved for Demonstration Teaching:

• Complete all professional core courses prior to Demonstration Teaching with a 3.0 GPA. Candidates must:
  • Resolve all Incomplete grades, if applicable.
  • Retake one or more courses in the professional core sequence to increase their GPA to 3.0, if applicable.
• Submit a Demonstration Teaching Application by the appropriate deadline.
• Complete 100 hours of field experiences prior to Demonstration Teaching.
• Renew and submit proof of Professional Liability Insurance prior to being approved for Demonstration Teaching, if coverage is set to expire prior to or during Demonstration Teaching.
• Resolve any professional disposition concerns, if applicable.

Transition Point 3: Approved to start Demonstration Teaching

Transition Point 4: Degree Conferral

If a candidate does not meet a requirement, the candidate has the right to appeal to the associate dean.

Placement Levels

Candidates must complete field experiences across the scope of the license (primary, middle level, and secondary). Demonstration Teaching may take place at any of these levels; however, the candidate must have experiences at all three levels across their program.

Placement for DT refers to the process of locating and securing a site or school, classroom, and cooperating teacher that meet the requirements for DT. The OFE is responsible for finding and securing all DT placement sites for candidates. As part of the placement process, the candidate must first apply for DT, and then the OFE will collaborate with the schools and school districts local to each candidate to coordinate their field experience placements.

Demonstration Teaching Preparation Course

Walden is committed to providing candidates with resources and support in preparation of field experiences. To help ease anxiety in the field experience process, Walden offers a 0-credit Demonstration Teaching Preparation course, a structured experience that guides candidates through the application process and currently available readiness resources. The course is designed to complement other pre-requisite courses needed in preparation for demonstration teaching. There may be reasons why demonstration teaching needs to be postponed, or the readiness course may not be needed if a demonstration teaching opportunity has already been secured. In this instance, students may opt-out of the preparation course. 

Demonstration Teaching Application

Candidates are required to apply for their DT experience. The application is located within the Field Experience Application module in their ePortfolio.

To be placed in a DT site, candidates must complete the Demonstration Teaching Application, which is located in their ePortfolio.

• Candidates who plan to complete DT during the fall quarter (late August through November) must complete the application by January 31.
• Candidates who plan to complete DT during the second half of Winter/first half of Spring (January through March) must complete the application by May 31 of the preceding year.

The application consists of three components: Candidate Information, Demonstration Teaching Preferred Placement Form, and Candidate Agreement. Once the candidate completes all three components of the application, they can submit the application for review by the OFE.

Note: Failure to submit the Demonstration Teaching Application by the deadline will result in the candidate deferring their DT experience until the next time DT is offered. Additionally, candidates who wish to update their preferred placement to a different location after the application deadline passes may need to defer their DT experience until the next time DT is offered.

Coordination of Demonstration Teaching Experiences

Upon receiving the completed Demonstration Teaching Application, the OFE will attempt to place the candidate in a district listed on the Demonstration Teaching Preferred Placement Form, and enter into an affiliation agreement with the preferred district. The district must agree to host a candidate and the affiliation agreement must be finalized and fully signed before a placement is considered approved. Placement at a preferred site is not guaranteed. The OFE will, however, make every effort to place candidates according to their indicated preferences, provided the site meets program requirements.

Some placement sites or schools may require candidates to submit a résumé as well as complete an in-person interview before the site, school, or district agrees to host them. Thus, the OFE may submit a candidate’s résumé to the potential placement sites. Interviews may be arranged in one of three ways: a principal or director may make direct contact, the OFE may set up the interview, or the school district office may set up the interview.

Some placement sites may also require additional information such as an official transcript, an application, a criminal background check and/or proof of tuberculosis (TB) clearance or other immunization records. When this occurs, the candidate must fulfill the requirements immediately to ensure placement. Failure to fulfill the placement site’s requirements before the experience is scheduled to begin will result in a delayed placement and may require the candidate to postpone DT until the next offering.

Once a placement has been confirmed, the candidate will be able to view their placement in their ePortfolio. Additionally, the candidate will receive an email from the OFE via their Meditrek ePortfolio regarding the placement information. All email communication between the OFE and principal candidates will take place via the Walden email server, per university policy.

Note: Walden University does not guarantee candidates will be placed in a district listed as preferred on the Demonstration Teaching Preferred Placement Form. The university also does not guarantee that it will be able to enter into an affiliation agreement with a particular site. Candidates must accept the placement confirmed by the OFE, or they can choose to defer their DT experience to a later term. 

The following sections describe the main responsibilities of each individual involved in the DT experience: the candidate, cooperating teacher, and university supervisor.

Candidate

The DT experience is commonly considered the most important aspect of a teacher preparation program. Obviously, the person who has the most to gain from the DT experience is the candidate. Because the candidate stands to profit the most, the candidate must contribute the most.

Candidates are expected to fulfill all of the following requirements:

Responsibilities

Candidates should

1. Read this entire handbook, including the responsibilities of the cooperating teacher and the university supervisor, so the candidates can better understand what is expected of them as the cooperating teacher and university supervisor carry out their responsibilities to help the candidates.
2. Make an effort to get acquainted with the cooperating teacher and site through a personal meeting during the preparation week. The candidates should also consider meeting the school principal.

• Provide their contact information, and contact information for the university supervisor, to the cooperating teacher.
• Obtain the cooperating teacher’s contact information and any other important contact information for the site.

3. Contact the university supervisor and plan to attend an initial meeting with the supervisor and cooperating teacher.
4. Adhere to the Minnesota Code of Ethics (Rule 8710.2100, Subpart 2) and the code of ethics for the state in which the candidate completes demonstration teaching. An ethical violation of any sort may subject the candidate to dismissal from DT as well as from the teacher preparation program.
5. Display a highly professional attitude with respect to confidential information about children and with respect to relationships and practices with colleagues.
6. Dress appropriately. Candidates should remember they are functioning as teaching professionals.
7. Exemplify the attitudes and actions of a teacher. Cell phones and other personal devices should not be used in the classroom setting. Photos or scenarios identifying a school or child should never be posted online.
8. Become acquainted with the rules, regulations, policies, curriculum, and facilities of the school to which they are assigned.
9. Get to know the neighborhood surrounding the school to understand the students better.
10. Learn the roles of administrators, teachers, support staff, and the Board of Education in determining school policies and in making decisions.
11. Display enthusiasm and interest in all phases of the teaching experience.
12. Fulfill all obligations with regard to promptness, schedule, and hours required. Candidates should be prepared to teach as planned, showing genuine and active interest in the students’ and teachers’ activities. Candidates should also use and take care of teacher guides, courses of study, textbooks, and other materials entrusted to them.
13. Place duties and responsibilities ahead of personal desires. Candidate should consider that their schedule does not belong to them during DT; they must follow the school’s schedule.
14. Log all hours completed on the Demonstration Teaching Time Sheet and share the time sheet with the university supervisor and cooperating teacher at each of their triad meetings. At the end of each demonstration teaching course, the candidate’s cooperating teacher will verify the number of weeks the candidate completed in their ePortfolio.
15. Notify the cooperating teacher and university supervisor immediately if they are going to be absent from the DT assignment. When candidates know in advance that they will be absent while in charge of classroom duties, they should leave detailed substitute plans for the cooperating teacher. Vacations or other personal plans are not a reason to miss any part of DT! Candidates are required to make up any missed days.
16. Assume supervisory responsibility (e.g., playground, corridors, lunchroom, buses, school events) with the cooperating teacher, but not in place of them.
17. Interact with nonteaching personnel (e.g., custodians, secretaries, nurses, cooks) and discover how all must relate effectively within the school setting.
18. Provide all children with “equal access to education” and treat them as equal in worth.
19. Participate in all aspects of the school program (e.g., department and staff meetings, open house or back-to-school nights, parent conferences, in-service meetings). This participation will better enable candidates to be prepared for these activities when they begin their own teaching career. In addition, these activities will allow candidates to enlarge their views beyond the walls of the classrooms and students.
20. Function as a regular staff member of the school in terms of arrival and departure times. Candidates should consider themselves, in terms of clock hours, to be a shadow attached to the cooperating teacher.
21. Keep the university supervisor informed of the classroom schedule, teaching plans, and any problems that may arise. The university supervisor is the candidate’s ally and an important resource in helping to make the candidate’s beginning teaching experience as successful as possible.
22. Accept constructive feedback and regularly engage in self-appraisal.
23. Make original contributions to the classroom program within the boundaries set by the existing school curriculum and district, school, and classroom policies, rules, and procedures.
24. Realize that cooperating teachers are selected because they are good teachers but that they are also human beings with “human” moments. Treat the cooperating teacher with respect and understanding at all times.
25. Realize also that the cooperating teacher is trying to help them. Candidates should take responsibility and accept suggestions graciously.
26. Be open in communication with both the cooperating teacher and university supervisor. Ask questions, voice concerns, and give the cooperating teacher and university supervisor the opportunity to help the candidate in the learning process.
27. Ensure the protection and privacy of the students during the virtual observations. Candidates must obtain signatures on the Confidentiality Agreement for Video Observations and upload it to their ePortfolio during Week 1. In Week 1 or 2, they must also collaborate with their cooperating teacher to distribute the Participation Forms to all students in the classroom. The candidate must maintain all signed forms for students who will appear in the observation videos for three years. Candidates are only allowed to upload their observation videos to their Canvas classroom; under no circumstances should they upload them to any other platform.
28. Submit their lesson plan 48 hours before each observation. After each observation, participate in a triad meeting to receive actionable feedback. The triad meeting will involve the candidate, the cooperating teacher, and the university supervisor. Teach lessons with particular attention to individualizing instruction for students with disabilities.

Substitute Teaching

In general, Walden University candidates are not eligible to serve as substitute teachers during the absence of the cooperating teacher or another member of the school’s faculty. Exceptions may be made if the candidate holds an applicable license, the classroom falls within the content and scope of the licensure area sought, the candidate is hired by the school, and the OFE approves of the arrangement.

Cooperating Teacher

The cooperating teacher serves as a mentor teacher during DT. Because cooperating teachers observe the candidates’ performance on a daily basis and under varying conditions, they are best able to provide the continuing on-the-job development that is essential in achieving readiness for handling a classroom alone. In addition, the cooperating teacher is best able to assess the overall effectiveness of the candidate in the full range of classroom responsibilities. The cooperating teacher shares responsibility for continuous improvement of candidate preparation with the university supervisor. The cooperating teacher must meet the following program requirements.

Qualifications

• A valid Minnesota teaching license, or the equivalent, for their assignments
• At least 3 years of teaching experience in special education
• At least 1 year of teaching experience at the current grade/age level
• At least 1 year of teaching experience in the school or center
• Model effective instruction, including the use of state academic standards, or if available, national discipline-specific standards
• Model culturally responsive teaching
• Recommendation by the site principal or director

An effective cooperating teacher successfully combines the knowledge and understanding of classroom teaching with the skilled guidance and direction of a candidate. As a key person in assuring the success of a teacher preparation program, the cooperating teacher contributes to the teaching profession by assuming a variety of responsibilities for the candidate who is in the classroom.

Cooperating teachers are encouraged to fulfill all of the following responsibilities in orientation, supervision and guidance, and evaluation.

Orientation

Cooperating teachers should

1. Get acquainted with the candidate and the candidate’s university supervisor.

• Obtain contact information for the candidate and the candidate’s university supervisor.
• Give the candidate their own contact information and help the candidate obtain other important information about the site.
• Discuss with the candidate all federal and state laws, as well as school and district policies and procedures, related to students with disabilities and special education requirements.
• Discuss with the candidate the individual strengths and needs of students with disabilities in the class.
• Discuss with the candidate specific skills to be evaluated, including lesson planning and teaching, classroom management, participation in an IEP, standardized assessment, individualizing instruction, and professional dispositions.

2. Prepare students for the candidate’s arrival so they are looking forward to it. Introduce the candidate as another teacher and not as a “teacher candidate” or a “student teacher.”
3. Create a physical sense of belonging by providing the candidate a workplace and supplies: textbooks, handbook, schedule, seating charts, and keys.
4. Alert the candidate to school and room policies and routines (e.g., dress code, and location of restrooms, teachers’ lounge, and cafeteria).
5. Work with the candidate to develop goals for observation and involvement in the classroom.
6. Arrange introductions to other teachers, staff members, and students.

Supervision and Guidance

Cooperating teachers should

1. Facilitate the candidate’s gradual induction into teaching by relinquishing control of the class progressively through the following actions:

• Provide opportunities for the candidate to observe the cooperating teacher by using a variety of appropriate teaching methods.
• Discuss with the candidates the subject areas in which they feel most confident and allowing them to teach in those areas first.
• Work out a subject timeline and tentative schedule that enables the candidate to move gradually into a full teaching schedule.
• Clarify the candidate’s responsibilities for making lesson plans (including acceptable format), securing and organizing appropriate materials, and other relevant teaching preparation activities.

2. Allow the candidate to participate actively in an IEP meeting, assess a student with disabilities, and provide individualized instruction.
3. Provide the opportunity for the candidate to have experience using duplicating and audio/visual technology, learning kits, computers, and other available materials and equipment.
4. Help the candidate thoroughly plan the initial lessons to be taught by the candidate. Examine and improve plans with the candidate, pointing out and discussing possible areas in need of improvement.
5. Avoid interrupting the candidate’s lesson to enforce discipline. The candidate should handle any discipline issues.
6. Keep communication open. Discuss often, encourage questions from the candidate, provide actionable feedback each day, and talk with the candidate as a co-teacher.
7. Share ideas, observations, and responsibilities. Respect the candidate’s opinions, encourage the candidate to be creative, and allow the candidate reasonable freedom to carry out ideas.
8. Acquaint the candidate with the school’s testing program, parent conferences, and other aspects of the evaluation process, including accommodations for students with disabilities.
9. Arrange for the candidate some experience of playground, lunchroom, and/or hall duty—under the cooperating teacher’s supervision or under the supervision of other school site personnel.
10. Invite the candidate to participate in all activities (e.g., open house or back-to-school night, parent conferences, classroom planning, staff meetings, all-school projects, and in-service opportunities).
11. Provide opportunities for the candidate to model and implement culturally responsive teaching practices.
12. Ensure the protection and privacy of students during the four virtual observations. Cooperating teachers should sign the Confidentiality Agreement for Video Observations and give it to the candidate to upload to their ePortfolio. The cooperating teacher should also ensure the candidate distributes the Participation Forms to all current and future students in the classroom who will appear on the observation videos.
13. Log into the candidate’s ePortfolio to verify the number of weeks the candidate completed during each DT course.

Evaluation

Cooperating teachers should

1. Evaluate the candidate formatively and summatively.
2. Complete four observations concurrently with the university supervisor, participate in the triad meetings following each of the four observations, and help facilitate the teacher performance assessment for the candidate. Share actionable feedback during the conferences.
3. Arrange time for regular conferences with the candidate—daily is best—for reviewing lesson plans, providing feedback, offering deserved praise, and discussing problems (including those that happen with disruptive children) and other interactions with both children and school staff members. Remember that candidates are beginners who are learning.
4. Collaborate with the university supervisor to review the candidate’s overall daily performance in the classroom and on the Minnesota Standards of Effective Practice, Walden University professional dispositions, the Council for Exceptional Children standards, the CAEP initial licensure standards, and the special education assignments during the last week of DT. Complete the midterm and final evaluation forms, which are located in the candidate’s ePortfolio. The cooperating teacher’s input is critical to the overall evaluation of the candidate’s performance during DT.
5. Model effective instruction, including the use of state academic standards, or if available, national discipline-specific standards.
6. Model culturally responsive teaching.

Important note: Share any concerns immediately with both the candidate and the university supervisor. Give ample opportunity for awareness and correction of problems.

Occasionally, candidates and cooperating teachers experience personality conflicts. If a conflict occurs, contact the academic program coordinator and/or OFE without delay at educationfield@mail.waldenu.edu.

University Supervisor

The university supervisor is hired by and represents Walden University. As such, the university supervisor is tasked with informing the principal and cooperating teacher of any Walden University expectations and policies relevant to the DT situation. University supervisors hold responsibilities that fall into three major categories:

1. Being a resource and support to the candidate through regular and consistent observation and feedback.
2. Serving as a liaison between the university and the DT site.
3. Sharing responsibility with the cooperating teacher for continuous improvement of candidate preparation

Qualifications

University supervisors must have the following qualifications:

• Hold or have held a teaching license in special education and have at least 3 years of teaching experience as the teacher of record – OR – be a current or former K-12 school administrator with documented experience in teacher education.
• A master’s degree

The responsibilities we expect of university supervisors include preparation, supervision and consultation, and evaluation.

Preparation

University supervisors should

1. Successfully complete the university supervisor training.
2. Read this entire handbook. Contact the special education academic program coordinator or the associate dean of field experiences with any questions.
3. Meet with the assigned candidate and cooperating teacher.
4. Gather information about the interests, needs, and aspirations of the candidate.
5. Investigate local, state, and school district requirements, policies, and procedures for special education and students with disabilities and their implementation in the school in which the candidate is placed.
6. Gather data concerning the main characteristics of the school in which the candidate is placed.
7. Provide the necessary orientation for candidates concerning their responsibilities.
8. Complete four observations concurrently with the cooperating teacher, facilitate the triad conferences following each of the four observations, and help facilitate the teacher performance assessment for the candidate. Record actionable feedback during the conferences.
9. Ensure the protection and privacy of the students and cooperating teacher during the virtual observations. University Supervisors should sign the Confidentiality Agreement for Video Observations and return it to the candidate for them to upload in their ePortfolio. University Supervisors should also remind candidates to distribute the Participation Forms to all students in the classroom in collaboration with their cooperating teacher, and ensure the candidate only includes students who have a signed Participation Form in the observation videos. The University Supervisor must ensure the candidate only uploads the observation videos to their Canvas classroom; under no circumstances should the University Supervisor view a candidate’s observation video in a different platform.
10. Be prepared to counsel the candidate concerning personal or professional problems that may interfere with teaching responsibilities. Note that on rare occasions, university supervisors may be involved in helping counsel a candidate out of the teaching profession.

Supervision and Consultation

University supervisors should

1. Conduct a virtual meet-and-greet, and a minimum of four virtual observations during the 12-week DT experience.

• During the meet and greet with the candidate and cooperating teacher, discuss a plan to meet the requirements of DT. During this visit, they should discuss the school, classroom, students with disabilities, and school and district policies and procedures.
  • To discuss everyone’s responsibilities and to plan the candidate’s assignments.
  • To schedule observations, triad conferences, and assignment due dates.
• Schedule four virtual observations of the candidate when the candidate will be teaching a lesson. Following each of the four observations, facilitate a triad meeting with the candidate and cooperating teacher to provide actionable feedback, and help facilitate the candidate’s teacher performance assessment.

2. During the triad meetings with the candidate and cooperating teacher, reflect on these aspects:

• Classroom lessons completed:
  • Overall lesson delivery with the class and/or individual students.
  • Were the lesson objectives measurable and aligned with developmentally appropriate practices and IEP goals/objectives?
  • Were resources, materials, and use of technology, including accommodations and modifications, age and developmentally appropriate and matched to students’ individual needs?
  • Were assessments aligned to developmentally appropriate practices, IEP goals/objectives, and lesson objectives?
  • Did the lesson reflection show evidence of candidate’s ability to use multiple measures of data to support decision-making?
  • Suggestions  for improving  the lesson.
  • Recommendations for subsequent lessons.
• Assessment of professional dispositions (and the resolution of any concerns, if applicable).
• Demonstration of the performance standards.

3. Devise ways to help candidates continue growth in their ability to do the following:

• Develop understanding and knowledge of students to effectively support each student’s unique learning needs.
• Build positive and collaborative relationships with students, teachers, administrators, and other school staff.
• Design and implement effective, individualized lesson plans.
• Create and maintain a structured, inclusive, and supportive classroom environment.
• Prioritize responsibilities and utilize time efficiently.

Evaluation

The university supervisor should

1. Communicate with the candidate and cooperating teacher concerning evaluation procedures used for the experience.

• Share the evaluation rubric with the candidate and cooperating teacher.
• Discuss the ratings based on the Minnesota Standards of Effective Practice and professional dispositions that candidates will receive for their performance.
• Complete the observation rubric in the candidate’s ePortfolio after each of the four observations while ensuring consensus scoring (candidate, cooperating teacher and university supervisor) after the second and fourth observations.
• Ensure that the candidate understands that they are required to submit the lesson plan 48 hours prior to each of the four virtual observations.
• Discuss with both the cooperating teacher and candidate the ratings the candidate received on performance and professional dispositions after each lesson observation and in the final week.

2. Communicate frequently with the candidate and cooperating teacher as a means to share feedback, suggestions, and ideas.

Important notes: Share any concerns immediately with both the candidate and the cooperating teacher to give ample opportunity for awareness and correction of problems. Share significant concerns with the OFE or academic program coordinator.

Occasionally, candidates and cooperating teachers experience personality conflicts. If a conflict occurs, or if there are concerns about the candidate’s performance or abilities, contact the director of the OFE at educationfield@mail.waldenu.edu without delay.

DT is a 12-week, full-time experience. Candidates who intend to teach in certain states may be required to complete more than 12 weeks of demonstration teaching. The experience starts during EDUC 6086 Demonstration Teaching in Special Education #1, and continues during EDUC 6087 Demonstration Teaching Special Education #2. There may be some variability in this schedule, taking into account the school district’s operating schedule. Walden’s coursework timing will not vary, but exact placement dates will be subject to district schedules.

Important note: DT is only offered during the Fall term, and during the second half of Winter/first half of the Spring term. The university calendar may differ from the calendar of the cooperating school. Candidates are expected to follow the calendar of the cooperating school during the DT experience.

Beginning Demonstration Teaching

The DT experience is designed so that the candidate gradually assumes full responsibility for the classroom.

While the DT experience is a partnership in many ways, candidates are invited guests who must be mindful and respectful of the classroom policies and style of the cooperating teacher. Candidates are not expected to become clones of the cooperating teachers, but there is an expectation that candidates will be courteous and will not offend cooperating teachers by using a glaringly different approach. Such differences between a cooperating teacher and a candidate can alarm and confuse children, to the detriment of their learning.

Prior to the start of DT, candidates should take time to gather information about the school and become familiar with its policies, procedures, and classroom systems. At the beginning of the experience, the candidate will meet with the university supervisor and cooperating teacher as a team to discuss the school environment, classroom expectations, and each person’s roles and responsibilities. During the first week, the candidate is also required to submit a daily classroom schedule to the university supervisor, outlining instructional times, planning periods, and other times of the day. Any changes to the schedule must be communicated promptly. Additionally, a timeline for required observations and assignments, including due dates, will be collaboratively established during the initial team meeting.

In the DT experience, the transition from observer to teacher should approximate the suggested timeline that follows.

Timeline for Demonstration Teaching

Candidates must collaborate with their cooperating teachers and university supervisors to determine an appropriate schedule of activities and responsibilities. What follows is a suggested timeline of candidate that can be modified and adjusted as particular situations dictate. DT is a full-time placement. Candidates should anticipate arriving before school starts and staying after school to plan with the cooperating teacher. Specific schedules will be created in collaboration with the cooperating teacher and shared with the university supervisor.

Prior to Demonstration Teaching

Candidates should

• Contact both the university supervisor and cooperating teacher.
  • Initiate a meeting with the cooperating teacher and university supervisor. At this meeting:
    • Discuss expectations, plans, schedules, assignments, conferences, and performance evaluations.
    • Discuss and thoroughly examine state curriculum content and materials for the assigned grade. Candidates must teach the curriculum of the school. They should not invent a curriculum that does not match school requirements. Candidates should pay attention to modifications and accommodations made to the regular curriculum and separate curricula created to meet the individual needs of students with disabilities.
    • Discover the nature of the community in which the school is located and ways in which parents are involved in the work and activities of the school.
    • Gather information about the school/program: its philosophy, policies, rules, curriculum, learning goals and outcomes, and individual students.
• Review the major assessments that will be completed during demonstration teaching.

Week 1

• Meet with the cooperating teacher to discuss:
  • Federal and state laws and district policies and procedures related to special education and students with disabilities, as well as the specific needs of students with disabilities in the classroom.
  • Multi-Tiered System of Supports and other classroom management and intervention procedures.
• Make an appointment to meet the administrators and leadership team.
• Share personal philosophies of teaching and professional backgrounds with the cooperating teacher. Find commonalities and discuss differences.
• Explore the  resources and community in which the school is located and ways in which parents are involved in the work and activities of the school.
• Gather information about the school/program—its vision, mission,  policies, rules, curriculum, learning goals and outcomes, and individual students.
• Investigate opportunities for coteaching and collaboration with general education teachers and other related service providers.
• Begin the development of learner profiles to serve as the foundation for progress monitoring. Get to know the students in the classroom, including their individualized learning needs, challenges, strengths, interests, and motivating factors.  With the cooperating teacher and the school district and/or parent permission, the candidate should review the files of students with disabilities, including their psychological evaluations and IEPs.
• Become familiar with the classroom schedule, routines, and daily procedures.
• Discuss the decision-making process in the classroom and the candidate’s role in that process.
• Provide the cooperating teacher with information that will allow them to fully introduce the candidate to the students.
• Prepare an introductory letter to parents. The candidate should have it approved by the cooperating teacher and principal before distributing it.
• Begin working with individual students or small groups.
• Make plans to participate in IEP meetings, collect data, and conduct assessments.
• Grade papers and, if applicable, enter grades in grade book.
• Begin attending faculty-staff meetings, professional learning communities, and IEP meetings; continue to do so throughout the Demonstration Teaching experience.
• Share the DT Timeline with the cooperating teacher and develop a plan for gradually increasing candidate responsibility for the classroom.
• Obtain signatures on the Confidentiality Agreement for Video Observations and upload it to your ePortfolio.
• Maintain consistent communication with the university supervisor.

Week 2-3

• In Week 2, in collaboration with your cooperating teacher, distribute the Participation Forms to all students in the classroom, and maintain all signed forms for three years.
• Take on other teaching responsibilities and management of classroom routines, such as taking attendance, escorting students to special classes, and supervising lunch.
• Continue to assume more responsibility for the class by teaching small groups, including all planning and progress monitoring. The candidate should confer daily with the cooperating teacher.
• Video record your first virtual observation by the end of Week 3. Make arrangements with your cooperating teacher to ensure only those students who have signed Participation Forms are included in the observation video. Ensure that the observation occurs at a time you are conducting a lesson.
  • DUE: 48 hours prior to the observation, the candidate must submit the lesson plan.
• Maintain consistent communication with the university supervisor.

Weeks 4-6

• The cooperating teacher and university supervisor may deem it necessary or desirable to hold a midterm conference with the candidates to review their progress.
• Co-teach with the cooperating teacher. Confer daily with the cooperating teacher.
• Continue implementing lessons and maintain records for progress monitoring. The candidate will be sure to keep up with writing individual lesson plan reflections, as these will be evidence for writing the overall analysis of the implementation of the lessons.
• Begin planning an advocacy activity with the cooperating teacher and university supervisor.
• Video record your second virtual observation during Week 5 or 6. Make arrangements with your cooperating teacher to ensure only those students who have signed Participation Forms are included in the observation video. Ensure that the observation occurs at a time you are conducting a lesson.
  • DUE: 48 hours prior to the observation, the candidate must submit the lesson plan.
• Maintain consistent communication with the university supervisor.

Weeks 7–10

• During Weeks 7–10 of the experience, the teacher candidate will have full teaching responsibilities either individually or in a co-teaching model. Important note: While candidates will have full responsibility for the children and classroom, they may never be left unsupervised in the classroom.
• Continue implementing lessons and maintain records for progress monitoring. The candidate will be sure to keep up with writing individual lesson plan reflections, as these will be evidence for writing the overall analysis of the implementation of the lessons.
• Complete the Advocacy Activity.
• Video record your third virtual observation during Week 7 or 8, and then your fourth during Week 10. Make arrangements with your cooperating teacher to ensure only those students who have signed Participation Forms are included in the observation video. Ensure that the observation occurs at a time you are conducting a lesson.
  • DUE: 48 hours prior to each observation, the candidate must submit the lesson plan.
• Maintain consistent communication with the university supervisor.

Weeks 11 -12

• This is a transition period with the cooperating teachers that once again allows them to assume all classroom responsibilities. The candidate should work with the cooperating teacher to plan this transition.
• Be keenly observant as the experience comes to a close.
• Plan and schedule, with the cooperating teacher’s permission, additional desired activities. These could include a thank-you party for the children as the candidate prepares to leave the classroom. Candidates should think about ways to help the children who will miss them (e.g., by writing notes to each one, or by including a photo of themselves and some words they can write to all of the children).
• Make no promises that cannot be kept, such as returning for a visit, if this is unrealistic.
• With the cooperating teacher’s permission, make observation visits to other classrooms in the building.
• In the last week of DT, the university supervisor will determine a final grade for DT.

Note: This suggested timeline is modifiable depending upon specific situations. Candidates are expected to work with cooperating teachers and the university supervisor to determine exact schedules.

As with the early field experiences, during DT, candidates are expected to abide by the Code of Ethics for Minnesota Teachers and will be evaluated on their professional dispositions.

Attendance

Candidates are required to complete a minimum of 12 full-time weeks of face-to-face demonstration teaching. The experience will be scheduled with a continuous group of students and for continuous weeks in alignment with the school calendar and day. If a candidate lives in a state that requires more than 12 full-time weeks of demonstration teaching to meet the licensure requirements of the state, the candidate must add on the appropriate number of weeks to the end of the experience.

While Demonstration Teaching is counted in terms of weeks completed, daily attendance is required. Candidates must follow the same regulations regarding attendance and punctuality as those that apply to the cooperating teacher. Candidates must follow the calendar of the assigned school and district.

• Days off for school, state, or federal holidays do not need to be made up.

• If school is not in session for a week due to a fall or spring break, the candidate must make up the week at the end of the experience to ensure they complete the required number of weeks of demonstration teaching.
• If school is closed on multiple days throughout the quarter due to weather or other unforeseen circumstances, the candidate does not need to make up the first two days. Any subsequent days must be made up. 

Candidates must notify both the cooperating teacher and the university supervisor of any absences on the morning of the absence if for personal illness or death of an immediate family member and at least 2 weeks in advance for a religious holiday or professional engagement. In the case of illness lasting more than 3 days, the candidate must obtain written documentation from a medical doctor and submit it to medicaldocumentation@mail.waldenu.edu. 

Candidates are required to make up any missed days. Note: Excessive absences (even if excused) may result in the termination of the demonstration teaching assignment.

Candidates are required to keep a time sheet for the duration of DT and must share it with their university supervisor and cooperating teacher at each triad meeting. The cooperating teacher will verify the number of weeks the candidate completed at the end of DT.

Emergency Procedures

In case a candidate becomes ill or injured during DT, both the site principal and cooperating teacher should have the candidate’s current emergency contact information. The contact(s) should be a relative or someone else authorized to make decisions about the candidate’s medical care. Candidates must complete emergency forms in the school office when they begin DT.

Lesson Plans

Candidates must use the Walden University Lesson Plan Template for all lessons observed by the university supervisor during DT.

Candidates must provide the university supervisor with lesson plans for the lesson(s) being observed at least 2 days prior to the observation. However, because lesson plans for students with disabilities may change due to individual needs and achievement on any particular day, flexibility in this schedule may be necessary. Further, the day’s full lesson plans need to be available in the classroom each day, accessible to the cooperating teacher, administrator, and university supervisor.

Work Stoppage (Strikes)

When a work stoppage occurs in a placement site, candidates are declared nonparticipants. The candidate remains on standby during the time the school is closed. If this situation occurs during a DT assignment, the university supervisor should be contacted immediately for guidance.

Determining Final Grades for Demonstration Teaching

Final grades for DT will be determined by the university supervisor in close consultation with the cooperating teacher.

The university supervisor will conduct a minimum of four observations of the candidate, over the course of DT. In these observations, based on the observation rubric in the candidate’s ePortfolio, the university supervisor will provide the candidate with formative feedback on their performance. In addition, the university supervisor will meet with the cooperating teacher regularly throughout DT to discuss the candidate’s progress on the performance standards and to set goals to improve the candidate’s performance across the rubric line items.

At the end of the placement, the university supervisor will meet with the cooperating teacher to review the candidate’s performance during the virtual observations as well as the candidate’s daily performance in the classroom. At this time, the supervisor and the cooperating teacher will also review the candidate’s overall performance.

Professional Judgment

Keep in mind that the university supervisor may apply professional judgment in arriving at a decision about the final grade, considering the complexity of DT and the variations in candidates’ placements and circumstances. For example, the university supervisor might take into account the candidate’s effort and improvement, professionalism, willingness to accept and apply constructive criticism, and evidence of commitment to growth and improvement.

Demonstration Teaching Course Evaluation

The candidate’s grades for EDUC 6086 Demonstration Teaching in Special Education #1 and EDUC 6087 Demonstration Teaching in Special Education #2 depend on the candidate’s performance in DT, participation in the discussions, and satisfactory completion of major assessments. Candidates should see the course syllabus for exact assignments, points, and grading policies.

Performance Below Expectations

The cooperating teacher and the university supervisor are responsible for informing the candidate where they stand in terms of the level of competency necessary for successful completion of DT. Performance that is below expectations must be clearly identified as early in the DT setting as possible, and may result in a disposition concern. Specific help or remediation strategies will be offered so candidates may work toward overcoming any areas of underperformance. Such help ensures the following:

• The final grade will not be a surprise.
• There is enough time to make the necessary growth to demonstrate competence.
• There will be time for all supervisors (cooperating teacher and university supervisor, perhaps also the administrator) to meet their commitment to the profession.

If the provided supports are not accepted and the candidate does not implement the required changes, and/or if Walden University faculty determine that the DT experience is jeopardizing the educational advancement of the classroom, the candidate’s DT placement will be terminated and they may be counseled out of the program.

Conflict Resolution

If any member of the DT triad—the candidate, the cooperating teacher, or the university supervisor—is not having their expectations met, that member should initially discuss the problem with the other two people involved. Should this discussion not resolve the issues raised, the member should contact the OFE.

Sometimes a mismatch of personalities can occur, and an alternative placement may be the recommended recourse. This situation should not be perceived as a failure on the part of anyone involved. No changes in placement will be made without the full participation of all relevant parties.