Section 4. Demonstration Teaching - Master of Arts in Teaching (MAT) in Special Education (K – Age 21) Field Experience and Demonstration Teaching Handbook

Demonstration Teaching

DT (also known as student teaching) is an in-classroom, face-to-face experience that consists of 12 full-time and continuous 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.

DT requires a placement at a different level than that of the Early Field Experiences (EFE) and Intensive Field Experiences (IFE). The teacher candidates complete these 12 weeks on a full-time basis with a schedule that parallels the schedule of the cooperating teacher. To achieve a passing grade in demonstration teaching, candidates must pass all required major assessments during the semester and attain a minimum average score of 3 on a 4 point scale across all rubric criterion in the DT Evaluation.

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 shape school policies. Three aspects are of particular importance:

Candidates are expected to teach and learn during their experiences in the K–Age 21 settings, in the school, and with parents and colleagues. The primary concern is with student learning and the relevance of classroom lessons, how well they are conducted, how engaging they are, and how successful they are in reaching each and every student.
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.
Candidates must demonstrate the ability to take risks and experiment with materials and methods that may be new and/or challenging to their cultural and pedagogical knowledge and practice.

Candidates must complete a continuous 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: Demonstration Teaching may only be completed during the fall or spring semesters. Teacher candidates complete EDUC 6649 - Seminar for Professional Educators concurrently so that they can discuss their Demonstration Teaching experiences and receive additional support from their instructor.

Curricular Elements

The DT experience consists of the following components: classroom teaching, special education case management, supervisory conferences, and a concurrent seminar.

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 teaching lessons within the school’s curriculum, using a variety of instructional strategies.
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 both planning and evaluation.

Walden University understands the hardships that may be encountered in making arrangements to leave work situations in order 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.

Supervisory Conferences

University supervisors and cooperating teachers will conduct four formal observations of their candidate during demonstration teaching. 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. The team may refer to the demonstration teaching workbook during the supervisor conferences.

Demonstration Teaching Workbook

The Demonstration Teaching Workbook is a tool to guide the candidate and the evaluation of the candidate during Demonstration Teaching. The workbook functions as a communication tool among the candidate, cooperating teacher, and university supervisor. The candidates use the feedback provided to them in the workbook to improve their demonstration of the standards on which the program is based and to help inform their self-evaluation at the end of the Demonstration Teaching placement.

Professional Ethics, Communication, and Collaboration Seminar

A required seminar course, EDUC 6649 - Seminar for Professional Educators, accompanies Demonstration Teaching.

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 seminar 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 seminar are designed to help establish reflective habits of thought—the ability to self-evaluate teaching skills. This skill will provide an intellectual foundation for continued growth as a teacher throughout the candidate’s career.

Candidates will complete the Professional Practice Project major assessment using the discussions as the foundation for the narrative that accompanies their revised philosophy, Advocacy Plan, and Professional Development Plan.

The seminar instructors will issue the grade for the seminar course separate from the grade for Demonstration Teaching.

Placement Requirements

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” 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 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 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 (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 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.

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 of Education and Human Sciences 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. (Candidates should see the Candidate Guidebook for detailed information on all four transition points.)

Transition Point 1: Conditional Teacher Preparation Program Admission

Transition Point 2: Official Teacher Preparation Program Admission

Transition Point 3: Approval for Demonstration Teaching

Candidates can expect to complete the components of Transition Point 3 by the end of their coursework in EDUC 6639 - Instructional Strategies for Learners With Exceptionalities:
Maintain a cumulative program GPA of 3.0 or above to be approved for Demonstration Teaching.
Submit a completed Application for Demonstration Teaching by the appropriate deadline. Candidates who plan to complete Demonstration Teaching during the spring semester (January–April) must submit the application by May 31 of the preceding year; candidates who plan to complete Demonstration Teaching during the fall semester (September–December) must submit the application by January 31.
Candidates provide current professional liability insurance.
Successfully complete all program course requirements, with any and all incomplete grades resolved.
Have no unresolved professional disposition concerns.
Successfully complete the major assessments, 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.
Have no unresolved professional disposition concerns.

Transition Point 4: Program Completion

Candidates complete Transition Point 4 when they successfully complete all program requirements.

Maintain a cumulative program GPA of 3.0.
Successfully complete EDUC 6648 Demonstration Teaching and the Demonstration Teaching Evaluation (Major Assessment 4).
Successfully complete all course requirements.
Successfully complete all major assessments: edTPA (Major Assessment 5), the Professional Practice Plan (Major Assessment 7), and the Data Based Individualized Instruction (Major Assessment 8), with a minimum score of 3 on a 4-point scale.
Have no unresolved professional disposition concerns.

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

Placement Levels

Because candidates will have extensive field experiences with all levels across the scope of the license (primary, middle, and secondary), Demonstration Teaching may take place at any of the three levels. The level at which a candidate completes Demonstration Teaching must differ from the levels at which the candidate completed EFEs and IFEs.

Placement Process

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. Walden University is responsible for finding and securing all DT placement sites for candidates. To fulfill this responsibility, the OFE collaborates with 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 Demonstration Teaching during the spring semester (January–April) must complete the application by May 31 of the preceding year.
Candidates who plan to complete Demonstration Teaching during the fall semester (September–December) 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 semester. 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 semester.

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 responsibility of the candidate. They may include official transcripts, an application, a writing sample, a criminal background check, and/or proof of immunizations. Candidates should see also the sections on Professional Liability; Criminal, Sex Offender, and Other Background Checks; and Proof of Immunization and Tuberculosis Clearances in Section 2 of this handbook.

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.

Roles and Responsibilities

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

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.
Make an effort to getet 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.

Contact the university supervisor and plan to attend an initial meeting with the supervisor and cooperating teacher.
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.
Display a highly professional attitude with respect to confidential information about children and with respect to relationships and practices with colleagues.
Dress appropriately. The candidate should remember they are functioning as a teaching professional.
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.
Become acquainted with the rules, regulations, policies, curriculum, and facilities of the school to which they are assigned.
Get to know the neighborhood surrounding the school to understand the students better.
Learn the roles of administrators, teachers, support staff, and the Board of Education in determining school policies and in making decisions.
Display enthusiasm and interest in all phases of the teaching experience.
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.
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.
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.
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.
Assume supervisory responsibility (e.g., playground, corridors, lunchroom, buses, school events) with the cooperating teacher, but not in place of them.
Interact with nonteaching personnel (e.g., custodians, secretaries, nurses, cooks) and discover how all must relate effectively within the school setting.
Provide all children with “equal access to education” and treat them as equal in worth.
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.
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.
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.
Accept constructive feedback and regularly engage in self-appraisal.
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.
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.
Realize also that the cooperating teacher is trying to help them. Candidates should take responsibility and accept suggestions graciously.
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.
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. Teach lessons with particular attention to individualizing instruction for students with disabilities.
Self-assess performance and professional dispositions by completing a self-evaluation during the last week of Demonstration Teaching. 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 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 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

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 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.

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.”
Create a physical sense of belonging by providing the candidate a workplace and supplies: textbooks, handbook, schedule, seating charts, and keys.
Alert the candidate to school and room policies and routines (e.g., dress code and location of restrooms, teachers’ lounge, and cafeteria).
Work with the candidate to develop goals for observation and involvement in the classroom.
Arrange introductions to other teachers, staff members, and students.

Supervision and Guidance

The cooperating teacher should

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.

Allow the candidate to participate actively in an IEP meeting, assess a student with disabilities, and provide individualized instruction.
Provide the opportunity for the candidate to have experience using duplicating and audio/visual technology, learning kits, computers, and other available materials and equipment.
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.
Avoid interrupting the candidate’s lesson to enforce discipline. The candidate should handle any discipline issues.
Keep communication open. Discuss often, encourage questions from the candidate, provide actionable feedback each day, and talk with the candidate as a co-teacher.
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.
Acquaint the candidate with the school’s testing program, parent conferences, and other aspects of the evaluation process, including accommodations for students with disabilities.
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.
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).
Provide opportunities for the candidate to model and implement culturally responsive teaching practices.
Document the hours the candidate spends in the classroom.
Provide guidance during the completion of required major assessments.

Evaluation

Cooperating teachers should

Evaluate the candidate formatively and summatively in the following areas:

Teacher professional dispositions
Teaching skills (particularly relating to individualizing instruction for students with disabilities)
Progress monitoring
Data-based decision-making
Classroom management skills.

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.
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.
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 evaluation form, 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 demonstration teaching.
Model effective instruction, including the use of state academic standards, or if available, national discipline-specific standards.
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:

Being a resource and support to the candidate through regular and consistent observation and feedback.
Serving as a liaison between the university and the DT site.
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 expected of university supervisors include preparation, supervision and consultation, and evaluation.

Preparation

University supervisors should

Successfully complete the university supervisor training.
Read this entire handbook. Contact the special education academic coordinator or the associate dean of field experiences with any questions.
Meet with the assigned candidate and cooperating teacher.
Gather information about the interests, needs, and aspirations of the candidate.
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.
Gather data concerning the main characteristics of the school in which the candidate is placed.
Provide the necessary orientation for candidates concerning their responsibilities.
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

Conduct 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.

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.
- Data used to support decision-making.
- Strongest features of the lesson related to the effective teaching cycle.
- Areas for improvement of the lesson related to the effective teaching cycle.
- Alternatives for improving the lesson.
- Suggestions for subsequent lessons with clear expectations for the next observation.
Assessment of professional dispositions (and the resolution of any concerns, if applicable).
Demonstration of the performance standards.

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.

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.
The High Five for Each Lesson.

Were the lessons designed and implemented to address the contextual factors specific to the student’s culture, community assets, language/communication needs and individual learner characteristics, including exceptionalities?
From the contextual factors, were the lesson

objectives measurable and aligned with developmentally and age appropriate standards, curriculum goals, 504, or IEP?
plans for the learning environment clearly showing evidence of a safe and inclusive setting?
materials and resources including the use of technology age and developmentally appropriate and matched to the student’s individual needs?

Were the academic language/communication needs met in order for the candidate to enhance the student’s abilities to understand (read, listen, think), communicate (listen, speak, write, connect), perform (think, read, write, listen, speak, solve, create), and participate?
Were the assessments (pre, progress monitoring during, post) designed and implemented to be aligned to the standards, curriculum, and measurable objectives and evidenced in the lesson’s contingency (decision) points to increase or decrease the level of support or modifications/accommodations for the student and provide the student with opportunities to apply corrective feedback?
Did the lesson reflection clearly show evidence of the candidate’s use of the data collection to make informed teaching decisions and strategies for improvement of subsequent lessons?
Did the lesson provide guidance to candidates during their completion of required major assessments?

Evaluation

The university supervisor should

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 DT 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 and written reflection to their ePortfolio within 48 hours of 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.
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. During Week 11, assist the candidates with the development of the Professional Development Plan.

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.

Demonstration Teaching Schedule

Demonstration teaching is a 12 continuous week experience during the 16-week semester, beginning with the first day of Walden’s fall or spring semester. Candidates who intend to teach in certain states may be required to complete more than 12 weeks of demonstration teaching. Candidates are concurrently enrolled in EDUC 6649 - Seminar for Professional Educators.

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: Demonstration teaching can be completed during the fall or spring semesters 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 demonstration teaching experience.

Beginning Demonstration Teaching

The DT experience is designed so candidates gradually assume full responsibility for the classroom.

While the DT experience is in many ways is a partnership, 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.

Individual	Individual	Small Group	Coteaching	Full Classroom
*Week 1*	*Week 2*	*Week 3-4*	*Week 5-6*	*Week 7-12*
Student Learning The candidate understands how language, culture, and family background influence the learning of individuals with exceptionalities.	Subject Matter The candidate understands the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.	Learning Environment The candidate, through collaboration with general educators and other colleagues, creates safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.	Data-Based Decision-Making The candidate uses knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.	Technology Integration The candidate uses technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.
Diverse Learners The candidate uses understanding of development and individual differences to respond to the needs of individuals with exceptionalities and diverse backgrounds.	Curricular Modifications The candidate modifies general and specialized curricula to make them accessible to individuals with exceptionalities.	Motivational Strategies The candidate uses motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.	Assessment Modifications The candidate, in collaboration with colleagues and families, uses multiple types of assessment information in making decisions about individuals with exceptionalities.	Assistive Technology Integration The candidate is familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
Community Influences The candidate understands that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.	Culturally Responsive Assessment The candidate selects and uses technically sound formal and informal assessments that minimize bias.	Behavioral Expectations The candidate knows how to intervene safely and appropriately with individuals with exceptionalities in crisis.	Interdisciplinary Learning The candidate understands and uses general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.	Transitional Planning The candidate develops and implements a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences, in collaboration with individuals, families, and teams.
		Corrective Feedback The candidate engages individuals with exceptionalities to work toward quality learning and performance and provides feedback to guide them.	Language/Communication The candidate uses strategies to enhance language development and communication skills of individuals with exceptionalities.	Generalization/Self-Determination/Advocacy The candidate teaches to mastery and promotes generalization of learning.
		Culturally Responsive Instruction. The candidate considers an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.	Collegial Collaborations The candidate uses the theory and elements of effective collaboration.	Critical Thinking/Problem Solving The candidate teaches cross-disciplinary knowledge and skills such as critical thinking and problem-solving to individuals with exceptionalities.
			Advocacy The candidate advances the profession by engaging in activities such as advocacy and mentoring.	Ethical Practices The candidate uses professional Ethical Principles and Professional Practice Standards to guide their practice.
			Current Research-Based Practices The candidate understands how foundational knowledge and current issues influence professional practice.	Reflection and Professional Development The candidate understands the significance of lifelong learning and participates in professional activities and learning communities.
				Instructional Leadership The candidate provides guidance and direction to para-educators, tutors, and volunteers.
				Collegial Collaborations The candidate serves as a collaborative resource to colleagues.
				Collaborative Communities The candidate uses collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

Everyone enters the program with different skill sets and experiences in special education; therefore, mastery of the standards become individualized during Demonstration Teaching. However, it is important that the focus is on who we teach, what we teach, and how we teach. With this in mind, emphasis placed on knowing the students’ strengths, IEP goals, interests, culture, and assets provides the foundation to connect content (what we teach) and specific strategies (how we teach) driven by continuous progress monitoring.

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

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.
- Classroom management procedures and issues.
Make an appointment to meet the principal or, if applicable, the director or head of school.
Share personal philosophies of teaching and professional backgrounds with the cooperating teacher. Find commonalities and discuss differences.
Learn the school—its layout, resources, and overall philosophy of education.
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.
Investigate opportunities for coteaching and collaboration with general education teachers.
Review, prepare, and share major assessments (edTPA, Data-Based Individualized Instruction, and Professional Practice Project) that will be conducted in the classroom for coursework that accompanies DT.
Print out the Demonstration Teaching Workbook and share it with the university supervisor and cooperating teacher. Discuss how best to use this as a tool for effective communication and formative feedback. Use this workbook as a guide to monitor progress toward mastery of the standards.
Begin the development of learner profiles to serve as the foundation for progress monitoring. Get to know the classroom: Study the individual students in the class. Learn their personalities, their likes and dislikes, their motivating factors, and their strengths and challenges. 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 and conduct a standardized assessment.
Grade papers and, if applicable, enter grades in grade book.
Begin attending faculty-staff meetings, professional in-services, 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.
Maintain close communication with the university supervisor.

Weeks 2–3

Complete the design of a progress monitoring system to be used throughout DT. Select focus learner and begin planning the lessons for the edTPA.
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.
Continue planning and working on the major assessments. Set plans for implementing and recording the edTPA lessons.
The candidate will be observed by the end of 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

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.
Teach and record the edTPA lessons during weeks 5-7.
Begin planning the advocacy plan with the cooperating teacher and university supervisor.
The candidate will be observed during week 5 or 6. The candidate should ensure 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 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.
Submit edTPA to the ePortfolio and to Pearson at the end of Week 9.
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 Plan.
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
Maintain close 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 and will not be responsible for lesson planning during this week.
The candidates are required to compile the data from the progress monitoring and summarize the results. This is in alignment with the edTPA Task 3. Note: Demonstration teaching does not require a final exam; the course lasts to the end of the semester.
Submit the remaining major assessments (DBII and PPP) to the ePortfolio.
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.
The cooperating teacher will evaluate the candidate’s overall performance throughout DT, and the university supervisor will evaluate the candidate’s overall performance. The candidates will complete a self-evaluation of their performance at the end of their experience. The candidates will also formulate a Professional Development Plan using the feedback from both the university supervisor and the cooperating teacher. Include short-term and long-term plans for ongoing professional development.

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.

Placement Expectations

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
Four major assessments are completed during DT, including MA 8: Data-based individualized instruction, MA 5: edTPA, MA 7: Professional Practice Project (completed and submitted in EDUC 6649) and MA 4: Demonstration Teaching Evaluation. Each of these major assessments is completed during the DT placement.

All major assessments evaluated in the candidates’ ePortfolios are used to assess the candidates’ level of proficiency. Candidates must pass the requirements for the major assessments in order to receive a final grade for Demonstration Teaching. Candidates may seek guidance from their university supervisors and cooperating teachers, in addition to their course instructor.

The major assessments required during demonstration teaching are in the context of the role of the special educator. Candidates are expected to apply the effective teaching cycle that includes the following areas:

Planning

Alignment for building knowledge and skills
Supports for learning
Justification of instruction and supports
Assessment to monitor and learning progress

Instruction

Learning environment
Engagement in learning
Supporting learning and pedagogy
Deepening learning

Assessment

Analyze learner performance
Feedback to guide further learning

Candidates, therefore, will

gather information about the students they will teach,
assess the curricular context in which the lesson will be delivered,
monitor and record student progress throughout their placement,
report the impact of their teaching on the achievement of the students,
reassess their philosophical beliefs highlighting the influence of coursework and field placements,
engage in advocacy, and
develop professional development goals.

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.

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 medical care. Candidates must complete emergency forms in the school office when they begin DT.

Lesson Plans

Candidates must use the Lesson Plan Template for all lessons observed by the university supervisor during Demonstration Teaching.

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, principal/director, 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 ePortfolio at least 2 days prior to the visit. The visit will be cancelled 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. 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.

Evaluations

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 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, the Council for Exceptional Children standards 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 demonstration teaching experience. The OFE will email 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 special 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 Triad Meeting Form during each visit and 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 opportunities for 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.

Seminar Evaluation

The candidate’s grade for the course EDUC 6649 - Seminar for Professional Educators depends on performance on seminar assignments and the successful completion of the major assessments. See the seminar 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. 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 Demonstration Teaching Workbook observation rubric in TaskStream, the Triad Meeting Form, and the Demonstration Teaching 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.) In addition, candidates should see the Termination due to Teacher Candidate Misconduct section below.

Conflict Resolution

If any member of the Demonstration Teaching 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 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 the 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, or cleaning up after classroom activities) without prompting and reminders.
The candidate violates Walden University and/or cooperating school policies regarding drugs, alcohol, and tobacco possession on school property or in any manner that affects capability in the workplace.

Master of Arts in Teaching (MAT) in Special Education (K – Age 21) Field Experience and Demonstration Teaching Handbook:
Section 4. Demonstration Teaching