Bachelor of Science in Elementary Education Field Experience and Demonstration Teaching Handbook:

Part 3. Demonstration Teaching

The DT experience consists of the following components: classroom teaching and supervisory conferences.

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, 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.
• Providing for the individual needs and strengths of students in planning, implementation, and evaluation.
• 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.

Supervisory Conferences

University supervisors and cooperating teachers will conduct four formal observations of their candidate during DT. Following each of the observations, the university supervisor will facilitate a supervisory conference with the cooperating teacher and candidate. During the conference, the supervisor and cooperating teacher will discuss the observed lesson and provide actionable feedback to the candidate. They will complete a Triad Form to document the meeting and feedback to the candidate, and the actionable feedback will be discussed at subsequent triad meetings to determine if there was improvement. The supervisor will complete the observation rubric and upload the Triad Form in TaskStream for each observation.

EDUC 4030 - Demonstration Teaching/Seminar: Professional Ethics, Communication, and Collaboration in Elementary Education is a required course that includes the DT experience, discussion posts, and major assessments. The purpose of the course is to help candidates clarify and revise their teaching goals and positions on a wide range of educational issues, including those that arise from classroom settings. Because candidates are not being inducted into a particular school setting but rather into the profession as a whole, the course is designed to help broaden perspectives on teaching, while at the same time familiarizing candidates with specific methods and procedures to develop competence within the assigned classroom. Consequently, many of the issues that are examined in the course are designed to help establish reflective habits of thought—the ability to self-evaluate teaching skills. This skill will provide candidates with an intellectual foundation for continued growth as teachers throughout their careers. This course will also be used to introduce students to the edTPA and guide them through the process of completing this major assessment. 

The OFE must approve all DT experiences and placements. DT is a continuous 12-week, full-time, face-to-face experience. Candidates who intend to teach in certain states may be required to complete more than 12 weeks of demonstration teaching.

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

• No student in the classroom can be a direct relative of the candidate (including by marriage).
• No person employed by the school can be a direct relative of the 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 an Elementary Education classroom to request 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 regular education setting, and not working only with students who are on an IEP.
  • Students primarily working only with students on an IEP are not eligible to complete demonstration teaching in this type of setting because it does not align with the content of the licensure area.
• The paraprofessional must work in only one classroom (K – 6) 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 elementary education or early childhood 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

If the demonstration teaching experience is approved by the OFE, the cooperating teacher must gradually allow the candidate to help plan and teach lessons throughout the experience, and must allow the candidate to take over full control of the classroom (teaching all students, all subject areas; assessing students; classroom management) 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 elementary 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. 

Diversity

Diversity in field experiences is highly valued. Candidates will be placed in sites that meet a range of exceptionalities and meet the program’s diversity criteria in race/ethnicity, socioeconomic status, home language, and learning exceptionalities. The OFE will research schools and place candidates in at least one site classified as diverse. In addition, candidates are exposed to a wide range of diverse classroom settings through the VFE® in each course.

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.

Admission into DT is considered Transition Point 3 in the teacher preparation program. (See the Candidate Guidebook for detailed information on all four transition points.)

1. Transition Point 1: Provisional and Conditional Admission
2. Transition Point 2: Official Program Admission 
3. Transition Point 3: Approval for Demonstration Teaching 

Teacher candidates can expect to complete all components of Transition Point 3 by the end of all professional coursework prior to DT.

• Maintain a cumulative program GPA of 3.0 or above in all professional courses to be approved for DT
• Submit a completed Application for Demonstration Teaching by the appropriate deadline
• Successfully complete all program course requirements, with any and all Incomplete grades resolved
• Have no unresolved professional disposition concerns
• Successfully complete Major Assessments 3, 6, and 7, with a minimum score of 3 on a 4-point scale
• Successfully complete the field experience hours, as evidenced by submitted time sheets and host teacher evaluations in all field experience courses
• Submit evidence of updated Professional Liability Insurance Verification Form

4. Transition Point 4: Program Completion

Teacher candidates can expect to complete all components of Transition Point 4 upon completing all of the program requirements. 

• Maintain a cumulative program GPA of 3.0 and a Walden cumulative GPA of a 2.5
• Successfully complete DT in Elementary Education and the DT Evaluation (Major Assessment 4) 
• Successfully complete the edTPA (Major Assessment 5).
• Successfully complete the Collaboration Project (Major Assessment 8)
• Have no unresolved professional disposition concerns
   

Placement for DT refers to the process of locating and securing a site or school, classroom, and cooperating teacher that meet the legal requirements for DT. The university is responsible for finding and approving all DT placement sites for candidates. To fulfill this responsibility, the OFE collaborates with school districts across the United States. 

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

• Candidates who plan to complete DT during the spring quarter (March–May) must complete the application by July 31 of the preceding year. 
• Candidates who plan to complete DT during the fall quarter (September–November) must complete the application by January 31. 

Note: Failure to submit the Application for Demonstration Teaching by the deadline will result in the candidate deferring their DT experience until the following spring or fall quarter. 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 following spring or fall quarter.

The OFE must approve all applications for DT and reserves the right to deny any candidate who does not meet program requirements, including requirements regarding conduct. After the application is approved, the OFE will attempt to place the candidate in a district listed on the application, and enter into an affiliation agreement with the preferred district. The placement must be approved, including a finalized and fully signed affiliation agreement before the candidate may begin logging hours. 

Placement in a preferred site is not guaranteed. The OFE does not guarantee that a particular field experience site will be approved, nor that the university 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 DT to a later term.  

All DT placements will take place in a public school unless extenuating circumstances exist and a placement at a private school is approved. Note that 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. Candidates should be prepared to upload their résumé when they complete the application. In-person interviews are usually scheduled once a site or school has tentatively agreed to host a candidate. 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 require additional information. Complying with these special requests is the candidate’s responsibility. These requests may include official transcripts, an application, a writing sample, a criminal background check, and/or proof of immunizations. Details on some of these items are available in Part 1 under Insurance and Other Documentation. 

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. 
 

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 they can better understand what is expected 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. (See the Demonstration Teaching Schedule section in this handbook.) 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) listed in Part 1 of this handbook and the code of ethics for the state in which the candidate completes demonstration teaching. An ethical violation of any sort may subject a 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. Candidates 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 at each of the supervisor’s observation visits. At the end of the experience, candidates should give the completed time sheet to the cooperating teacher to sign and then upload it to 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 shadows attached to their 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 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 teachers are 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 them in the learning process.
27. Submit their lesson plan in their ePortfolio 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.
28. Self-assess performance and professional dispositions by completing a self-evaluation during the last week of DT. The self-evaluation is located in the ePortfolio, the final Demonstration Teaching Evaluation.

Substitute Teaching

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. Candidates should always have immediate supervision by a licensed educator. This policy also applies to hall duty, lunchroom duty, recess duty, bus duty, and so on. Candidates should assist in these responsibilities but not serve in lieu of the cooperating teacher.

Cooperating Teacher

The cooperating teacher serves as a mentor teacher during DT. Because the cooperating teacher observes the candidate’s performance daily 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 

• The cooperating teacher must have the following qualifications:
• A valid Minnesota teaching license, or the equivalent, for their assignment.
• At least 3 years of teaching experience in elementary education.
• At least 1 year of teaching experience at the current grade/age level.
• At least 1 year of teaching experience in the school.
• 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 administrator.

An effective cooperating teacher successfully combines knowledge and understanding of classroom teaching with 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 their 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 and school and district policies and procedures related to students with disabilities and special education requirements.
• Discuss with the candidate the developmental levels and individual strengths and needs of students with and without disabilities in the class.
• Discuss with the candidate specific skills to be evaluated, including lesson planning and teaching, classroom management, and professional dispositions.

2. Prepare students for the candidate’s arrival so they are looking forward to it. Introduce the candidate as another teacher, not as a “teacher candidate” or “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

The cooperating teacher 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 a variety of appropriate teaching methods.
• Discuss with the candidate the subject areas in which they feel most confident and allow 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 introduce a lesson, work with small groups, and make transitions early in the experience.
3. Provide the opportunity for the candidate to have experience using duplicating and audio/visual equipment, 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 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, in-service opportunities).
11. Provide opportunities for the candidate to model and implement culturally responsive teaching practices.
12. Document the hours the candidate spends in the classroom.

Evaluation

Cooperating teachers should

1. Evaluate the candidate formatively and summatively in the following areas:

• Teacher professional dispositions.
• Teaching skills including planning, implementation, and assessment. 
• Classroom management skills.

2. Complete four formal observations concurrently with the university supervisor and participate in the supervisory conferences following each of the four observations. Share actionable feedback during the conferences. 
3. Arrange time for regular conferences—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 CAEP initial licensure standards, and elementary education assignments during the last week of DT. Complete evaluation forms, which will be emailed to the cooperating teacher at midterm and at the end of DT. 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 OFE without delay and submit a Professional Disposition Concern Form to 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 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 elementary 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 academic 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 elementary 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 the candidate concerning their responsibilities.
8. Be prepared to counsel the candidate concerning personal or professional problems that may interfere with teaching responsibilities. Note that, on rare occasions, the university supervisor may be involved in helping counsel a candidate out of the teaching profession. 

Supervision and Consultation

University supervisors should

1. Conduct a minimum of four supervisory visits during the 12-week DT experience. Plan supervisory visits that include the following:

• A virtual meet-and-greet with the candidate and cooperating teacher to 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, conferences, and assignment due dates.
• Four formal lesson observations of the candidate. In each case, conference with the candidate and cooperating teacher, and fill out the observation rubric and upload the Triad Meeting Form.

1. Structure supervisory conferences with the candidate and cooperating teacher and reflect on these aspects:

• Classroom lessons completed:
  • What was actually done in the lesson?
  • Effect of the lesson on the class as a whole and on individual students.
  • Effect of the lesson on the candidate.
  • Strongest features of the lesson.
  • Areas for improvement.
  • Alternatives for improving the lesson.
  • Suggestions 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 the candidate continue growth in their ability to do the following:

• Plan well to meet the needs of the children in the classroom.
• Relate well with students, teachers, the principal, and other personnel in the school.

4. Hold one or more structured conferences with the candidate to discuss these areas:

• The ongoing development of the candidate.
• The manner in which lessons are prepared.
• The way in which the cooperating teacher evaluates lessons.
• Classroom management.
• The attitude of the students toward the candidate.
• The degree of growth seen in the classroom’s students.
• Time management.

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 and professional dispositions, that the candidate will receive for their performance 
• Fill out the observation rubric in Taskstream and upload the Triad Meeting Form after each of the four observations.
• Fill out the Demonstration Teaching Final Evaluation (after consulting with the cooperating teacher) during the last week of the candidate’s DT experience. The cooperating teacher’s input is critical to the overall evaluation of the candidate’s performance during DT.
• Ensure that the candidate understands they are required to submit the lesson plan to their ePortfolio 48 hours prior to the observation. 
• Discuss with the cooperating teacher and candidate the ratings the candidate received for their 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 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 OFE at educationfield@mail.waldenu.edu without delay, and submit a Professional Disposition Concern Form.

DT is a continuous 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 the final course EDUC 4030 - Demonstration Teaching/Seminar: Professional Ethics, Communication, and Collaboration in Elementary Education. 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 can be completed during the fall or spring quarters only. 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 candidates gradually assume 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 DT, take the time to research the context and culture of the school (or assigned site) and to become oriented to the policies, procedures, and systems of the school. At the beginning of DT, the candidate, university supervisor, and cooperating teacher meet as a team to discuss the school and classroom as well as individual roles and responsibilities. 

During the first week of DT, the candidate is responsible for submitting a schedule of daily classroom life to the university supervisor: when specific subjects are taught, when planning times occur, when children’s rest or recess times occur, and so on. It is also the candidate’s responsibility to update the university supervisor should the schedule change. At the candidate’s initial meeting with the university supervisor and cooperating teacher, a schedule should be created of the observations and elementary education assignments to be completed in the setting, including due dates.

Progressing Through Demonstration Teaching

The ultimate aim of DT is for candidates to assume responsibility for the full day of instruction and activities for at least 4 weeks during the DT experience. The following experiences are recommended for candidates as their DT experience unfolds:

• Teach in various contexts: one-to-one, small group, multiple small groups, and large group or whole class.
• Plan and teach individual lessons related to all content areas taught in the cooperating teacher’s classroom. When others teach content areas, such as art, music, and physical education, outside of the cooperating teacher’s classroom, accompany the children to observe the content and behavior when under the direction of a specialist teacher.
• Design and implement lessons using a variety of instructional patterns (e.g., learning centers, student-centered), technology, and other available resources. Check first in the cooperating school for the availability of resources.
• Administer and interpret a variety of assessments, including teacher-made tests, and keep organized records of student growth.
• Participate in parent/teacher conferences, IEP meetings, teacher/specialist conferences, and school open house events.
• Implement culturally responsive teaching strategies and practices.

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.
• 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 DT. 

Important note: Be sure to read and understand videotaping requirements that are part of the edTPA. 

Week 1

• Study the individual students in the class. Learn their personalities, their likes and dislikes, their motivating factors, and their strengths and challenges. Complete the edTPA Context for Learning Form.
• Inquire if there are any students with an IEP and discuss what accommodations are required.
• Become familiar with the classroom schedule, routines, and daily procedures.
• Discuss the decision-making process in the classroom and teacher candidate’s role.
• Provide the cooperating teacher with information that will allow them to fully introduce the candidate to the students.
• Discuss the federal and state laws, district policies and procedures related to elementary education and students with disabilities, and the specific needs of students with disabilities in the classroom. Teacher 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.
• 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.
• Grade papers and, if applicable, enter grades in a grade book.
• Begin attending faculty/staff meetings and professional in-service sessions. Continue to do so throughout the DT experience.
• Arrange with the cooperating teacher to take over at least one lesson that has already been planned by the cooperating teacher. This experience will help ease the candidate into taking responsibility for the classroom. 
• Maintain close communication with the university supervisor.

Weeks 2–3

• Following the cooperating teacher’s plans, teach small group and whole-classroom activities or perhaps co-teach with the cooperating teacher.
• Take over the planning, teaching, and evaluating of at least one content area.
• Take on other teaching responsibilities and management of classroom routines, such as taking attendance, escorting students to special classes, and supervising lunch.
• The candidate will be observed by the end of during Week 3. The candidate should ensure that the observation occurs at a time they are conducting a lesson. 
  • DUE: 48 hours prior to the observation, the candidate must submit the lesson plan to ePortfolio. 
• Maintain close communication with the university supervisor.

Weeks 4–6 

• Continue to assume more responsibility for the class, including all planning with the cooperating teacher and record-keeping. The cooperating teacher and university supervisor may deem it necessary or desirable to hold a midterm conference with the candidate to review their progress. 
• The candidate should assume responsibility for at least half of the content areas under guidance of the cooperating teacher, progressively taking more accountability.
• The candidate will be observed during Week 5 or 6. The candidate should ensure the observation occurs at a time when they are conducting a lesson. 
  • DUE: 48 hours prior to the observation, the candidate must submit the lesson plan to ePortfolio. 
• Maintain close 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. For at least these 4 weeks of the DT experience, the teacher candidate is the full-time teacher! Important note: While the candidate will have full responsibility for the children and classroom, they may never be left unsupervised in the classroom. 
• Confer daily with the cooperating teacher.
• Continue implementing lessons. 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.
• The candidate will be observed during Week 7 or 8, and then again during Week 10. The candidate should ensure the observations occur at times when lessons are being conducted. 
  • DUE: 48 hours prior to each observation, the candidate must submit the lesson plan to ePortfolio. 

Weeks 11–12 

• This is a transition period with the cooperating teacher 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. The candidate 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, observation visits to other classrooms in the building may be conducted. Viewing classes within the K–6 environment, special education, ELL, remedial reading, or gifted education may be beneficial.
• The cooperating teacher will evaluate the candidate’s overall performance throughout the DT in this setting. The candidate will complete a self-evaluation of their performance.
• In the last week of the setting, the university supervisor will determine a final grade for DT.

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

As with the classroom-based 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.

Assignments

Major Assessments

Three major assessments are due during DT: the edTPA, the Demonstration Teaching Evaluation, and the Collaboration Project. Candidates will complete these major assessments as part of their accompanying coursework, and all major assessments will be evaluated in the candidates’ ePortfolio. Candidates may seek and receive formative feedback on the major assessments from their university supervisors and cooperating teachers as well as their course instructor.

Content Knowledge Performance Assessment

The Content Knowledge Performance Assessment ensures that candidates are teaching activities in all content areas. The activities and resources provided are broken into four modules: Literacy, Math, Science, and Social Studies. Each module is broken into subsections with specific activities that address content standards. Every candidate will be required to teach and assess an activity in each of the subsections. The candidate’s performance will be evaluated by the cooperating teacher in each subsection. The candidate will demonstrate their knowledge in each module during the first 6 weeks of DT.

Attendance

Candidates are required to complete a minimum of 12 full-time weeks of face-to-face DT. 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 DT 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 DT 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 DT. 
• 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 2 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 DT assignment. 

Candidates are required to keep a time sheet for the duration of DT and must turn it in to their university supervisor at the end of the experience. It must also be available at each observation. 

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 Elementary Education 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 very young students may change due to individual needs and achievement on any particular day, flexibility in this schedule (and sometimes, the lessons) may be necessary. Further, the day’s full lesson plans need to be available in the classroom each day, accessible to the cooperating teacher, principal, and university supervisor. 

University Supervisor Visits

University supervisors must complete at least four formal observations during DT. The observations are completed virtually – either live streamed or recorded, based on the preference and technology capabilities of the cooperating teacher, candidate and university supervisor. After each observation, the university supervisor will meet with the cooperating teacher and candidate. The supervisor will complete the observation rubric in TaskStream and will also complete a Triad Meeting Form after meeting with the candidate and cooperating teacher. The Triad Meeting Form will include actionable, written feedback for the candidate and will be uploaded in TaskStream. 

In preparation for each visit, candidates will upload their lesson plans to their ePortfolio at least 2 days prior to the visit. The visit will be canceled if the lesson plans have not been submitted. Keep in mind that four visits is the minimum; more visits may be required, depending on how well a candidate is doing. 

Work Stoppage (Strikes)

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

The entire DT team (i.e., the candidate, the cooperating teacher, and the university supervisor) is involved in the evaluation process. Ongoing observations constitute the basis for evaluation. 

After each observation visit, the university supervisor meets with the candidate and cooperating teacher to complete the Triad Meeting Form and to share actionable feedback with the candidate. Although it is appropriate for evaluators to make suggestions, their more critical role is to help candidates find solutions. A vital part of any conference is the open and supportive communication among the candidate, the university supervisor, and the cooperating teacher.

Demonstration Teaching Evaluation

The evaluation of candidates’ DT and final grade will be based upon the Demonstration Teaching Final Evaluation and will be determined by the university supervisor, in consultation with the cooperating teacher. 

• The university supervisor will complete the observation rubric in TaskStream and a Triad Meeting Form after each observation, and will rate the candidate on their performance during that particular observation, based on the Minnesota Standards of Effective Practice and content standards, Walden University professional dispositions, and CAEP initial licensure standards. The Demonstration Teaching Final Evaluation includes the actual standards as well as a rating guide.
• The cooperating teacher will rate the candidate’s performance at the midpoint of the term, and also at the end of the DT experience. The OFE will email the forms for the midterm and final evaluations to the cooperating teacher. 
  • The academic coordinator will review the completed midterm evaluations and if concerns are noted, will schedule a meeting to determine steps for improvement.
• The candidate will complete a self-evaluation during the last week of the DT experience. Candidates rate themselves on their performance during the entire DT experience, including the elementary education assignments completed in that setting. The self-evaluation is located in the ePortfolio, as part of the final Demonstration Teaching Evaluation.
• Having collaborated with the cooperating teacher, the university supervisor will assess the candidate’s professional dispositions, using the Demonstration Teaching Final Evaluation at the end of the experience.

Important note: If a given performance standard was not observed during one of the observation visits, the university supervisor will indicate such on the observation rubric in TaskStream. All performance standards must be addressed in the Demonstration Teaching Final Evaluation, which the university supervisor will complete at the end of the candidate’s experience.

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 formal observations of the candidate over the course of DT. In these observations, based on the observation rubric in TaskStream, 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 university supervisor’s visits 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 grade for the Demonstration Teaching/Seminar: Professional Ethics, Communication, and Collaboration in Elementary Education course (EDUC 4030) depends 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 candidates 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. 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 principal) to meet their commitment to the profession.

If a candidate is substantially below performance expectations at the midpoint of DT, the university supervisor should alert the associate dean of field experiences and the academic coordinator. The candidate will be guided by that team with an improvement plan.

In addition to the observation rubric in TaskStream, the Triad Meeting Form, and Demonstration Teaching Final Evaluation, university supervisors and cooperating teachers have at their disposal the Professional Disposition Concern Form—to be used in the event a candidate exhibits unacceptable behavior. The Professional Disposition Concern Form must be shared with the candidate and the OFE. (More on the Professional Disposition Concern Form is available in the Candidate Guidebook.) Additional information is provided in the Termination Due to Candidate Misconduct section of this handbook. 

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.

Termination Due to Candidate Misconduct

Walden University faculty may counsel a student out of the program for dispositional or performance concerns, including, but not limited to, a determination that the DT experience is jeopardizing the educational advancement of the classroom. Prior to counseling a student out of the program, faculty members will provide all necessary supports to allow the candidate to be successful. If the provided supports are not accepted or the candidate does not implement the necessary changes, Walden University reserves the right to terminate a DT placement based upon the professional judgment and concurrence of the cooperating teacher, university supervisor, site principal, academic coordinator, and associate dean of field experiences. Candidates who disagree with such a decision may follow the Appeals Process delineated in the Walden University Student Handbook (select Section 3. Student Expectations and Responsibilities on the navigation menu; then select “Process for Petitions, Appeals, Grievances, and Complaints”).

Candidates exhibiting certain negative behaviors may be subject to immediate termination of DT and also involuntary withdrawal from The Richard W. Riley College of Education and Human Sciences at Walden University. These behaviors are worrisome enough to warrant their own list, separate and distinct from, but related to, the Code of Ethics found in Part 1 of this handbook:

• The candidate does not exhibit professionalism in appearance or behavior: they have questionable hygiene, language, and/or attire.
• The university supervisor has evidence that leads them to doubt the candidate’s ability to transition into the teaching profession.
• The candidate has to be asked and reminded to prepare and submit lesson plans in a timely fashion for approval by the cooperating teacher and/or university supervisor.
• The candidate does not show initiative; they do not put forth effort to enrich classroom learning beyond regular textbook or workbook exercises. The candidate does not create original materials without prompting and does not personalize instruction to enhance student learning.
• The candidate rejects or ignores suggestions and ideas for improvement from the university supervisor, cooperating teacher, or site principal. The candidate makes excuses and is defensive about constructive feedback on their performance.
• The candidate does not comply with attendance requirements; is often late or leaves early; does not remember to notify the cooperating teacher, school, and university supervisor when absent or late; and must be reminded to (or fails to) provide the cooperating teacher with instructional materials for missed class time.
• The candidate is unreliable and makes self-serving and nonprofessional decisions.
• The candidate does not create rapport with students suitable for their developmental level and/or their educational needs.
• The candidate uses inappropriate classroom language that demeans students or slanders a student’s or colleague’s character.
• The candidate does not initiate and sustain appropriate professional and personal relationships with teachers, university supervisors, administrators, school staff, parents, and other adults.
• The candidate fails to assume and perform responsibilities, such as fulfilling lunchroom, playground, and bus duties or preparing the school environment (e.g., preparing materials for lessons or bulletin boards, cleaning up after classroom activities) without prompting and reminders.
• The candidate violates Walden University and/or cooperating school policies regarding drug, alcohol, and tobacco possession on school property or use in any manner that affects capability in the workplace.