College of Education & Human Services
Education Majors

Student Teaching Information

Application Deadlines

Student Teaching Requirements

Fall 2008 Student Teaching Calendar

Options Available to Student Teachers

Student Teaching Handbook (PDF)

Frequently Asked Questions

Student Teaching Practicum:
Secondary, K-12, Early Childhood, & Special Education

Application Deadlines

If you plan on student teaching...	...then your application is due...
Fall Semester	February 15
Spring Semester	September 15
Summer Session	December 1

Common Market
Applications for student teaching at another state university through the common market system are due one year in advance of student teaching. Learn more about Common Market...

Student Teaching Requirements

General Requirements
Student Teaching Experience ranges from 7-14 weeks, depending upon your major.

At least one full-time experience must be completed for those seeking multiple certifications.

All applicants for student teaching must meet Selective Admission and Retention in Teacher Education Requirements (SARTE) for their department.

Applicants must also meet departmental requirements as listed.

Liability insurance is required for all student teachers.  To obtain liability insurance, join the Education Minnesota Student Program (EMSP), or use a private carrier.  EMSP forms are available online, or in the Field Experiences Office, Lommen 213.  There is an EMSP informational bulletin board across from Lommen 209.  Download and print the Liability Insurance Verification, and submit it to the Field Experience Office in Lommen 213.

EECE Requirements Admission and retention in Teacher Education Program (SARTE) Liberal studies GPA of 2.25 or higher Cumulative GPA of 2.75 or higher C- or higher in each education core course Verification from supervisor of experience working with children/adolescents in a teaching/learning setting Cosumented competence of written language ability PPST taken Completion of all education core courses and those required for SARTE Application for student teaching before deadline (Feb. 1 for fall; Sept. 15 for spring) Attend Student Teaching Orientation

Special Education Requirements Admission and retention in Teacher Education Program (SARTE) Liberal Studies GPA of 2.25 or higher Cumulative GPA of 2.5 or higher GPA of 2.5 in education core courses PPST taken Completion of all education core courses and those required for SARTE Application for student teaching before deadline (Feb. 1 for fall; Sept. 15 for spring) Attend Student Teaching Orientation

Secondary Education Requirements Admission and retention in Teacher Education Program (SARTE) Liberal Studies GPA of 2.25 or higher Cumulative GPA of 2.5 or higher C- or higher in each education core course PPST taken Completion of all education core courses and those required for SARTE Application for student teaching before deadline (Feb. 1 for fall; Sept. 15 for spring) Attend Student Teaching Orientation

Fall 2008 Student Teaching Calendar

	Elementary Education Secondary Education
Student Teaching		Sept 8 - Dec 12
	K-12 Education (PE, Art, Music)
Student Teaching Block I		Sept 8 - Oct 24
Student Teaching Block II		Oct 27 - Dec 12
	Early Childhood Education
Option 1	10 weeks	Aug 25 - Oct 31
	7 weeks	Nov 3 - Dec 18
Option 2	7 weeks	Aug 25 - Oct 10
	10 weeks	Oct 13 - Dec 18
	Special Education Two Assignments (2-8 credits) 10 credits = full days 4 credits = half days
	One Assignment	Aug 25 - Oct 31
	Student Teaching Block I	Aug 25 - Oct 17
	Student Teaching Block II	Oct 20 - Dec 12
	SPED 467A:  Secondary Practicum	Sept 8 - Dec 12

Options Available to Student Teachers

TEARC Appeals for Out of Area Student Teaching:  For students wishing to do their student teaching outside of the Fargo-Moorhead area, you must first schedule a meeting with Dr. Lynn Mahlum, Director of Field Experiences, before you fill out the TEARC Appeal Form.

Urban Teacher Education Project (UTEP) This unique program is located in the multicultural community of St. Paul.  Student teachers work in an integrated setting with a strong focus on thematic curricula.  Parents, community agencies, post-secondary institutions, and businesses all work together to support the students and provide them with the best education possible.  Student teachers have full access to the Urban Teacher Center which provides material resources and space for professional development.  This is an excellent choice for student teachers who would like to gain experience teaching in a supportive urban environment.

Minnesota Common Market If there is a locale in which you prefer to teach and it is a site at which another Minnesota university places student teachers, you may be able to student teach there under the Minnesota Common Market program.  This program provides a university supervisor from a cooperating university just as you would have from MSU Moorhead.  Special arrangements must be made through the Director of Field Experiences no less than one year prior to your experience.

Aldine, Texas Aldine, Texas is 15 miles north of Houston.  Preschool-Grade 12 options This is a very diverse school district, and has been recognized nationally for student achievement and academic performance.  Learn more about the Aldine School District...

Student Teaching Abroad We have three sites available for student teaching abroad at this time:  Basel, Switzerland; Bern, Switzerland; and London, England.  We are continually working on developing new sites.  For more information, see Student Teaching Abroad. Student Teaching Abroad Applications are due June 1st for placement the following Spring Semester, and December 1st for the following Fall Semester.  Please contact Dr. Lynn Mahlum if you are interested in learning more about Student Teaching Abroad.

Local Surrounding Area Placement There are three options available to students who wish to stay near the Fargo-Moorhead area: Zone 1 - Placement in the communities of Fargo, Moorhead, West Fargo, Dilworth, Glyndon, Hawley, Barnesville, and Casselton (within 25 miles of MSUM) Zone 2 - Placements are within 50 miles of MSUM and include the communities of Kindred/Davenport, Halstad/Hendrum, Lake Park/Audubon, Arthur/Hunter, Detroit Lakes, Rothsay, Pelican Rapids, and Abercrombie.  These communities allow student teachers the chance to work in smaller schools with good opportunities to get to know both staff and administration. Zone 3 - Schools are located in Fergus Falls, Ulen/Hitterdal, Frazee, Perham, Waubun, Mahnomen, Crookston, Breckenridge, Fertile, Ada, and Wahpeton (all within 70 miles).  If you live outside of the FM area and are near one of these communities, consider a Zone 3 placement.

Frequently Asked Questions for Student Teachers

1. How long is student teaching?

Approximately 14 weeks

2. What are the hours?

You will follow the schedule of your cooperating school and teacher.

3. Do I get Spring break?

No, you will teach every day that your assigned school is in session.

4. Can I work while student teaching?

We do not recommend that you work while student teaching. Student teaching is a full-time job! Students often tell us how exhausting their days are and how much time is needed for preparation outside the school day.

5. Grades? How does it affect my GPA?

Student teaching is a Pass/Fail grade. A passing grade does not affect your GPA. A failing grade would hurt your GPA.

6. Will I know my university supervisor?

You will meet your university supervisor in your classroom management class prior to student teaching. Special Ed students will meet their supervisors in the consultation/collaboration class.

7. How many days can I miss?

Preferably, you will not miss any days during student teaching. If you are ill and need to be absent, you are required to make up the days if you miss more than three. If you attend the Career Fair in Minneapolis in the spring, you do not have to make up that day. Whatever the reason for an absence, you should always offer to make it up.

8. How should I dress?

You are expected to maintain a professional appearance. Clothing should be clean, ironed and in good repair. T-shirts, sweatshirts, jeans, exposed body piercings (other than ears), tattoos and unusual hair colors are not appropriate for the school setting. It is also imperative that your clothing is not revealing in any way. Do the bend-over test. If you bend over and too much skin shows, don't wear it!

9. What kind of commitment should a student be prepared to make?

Student teaching should be treated with the same respect and commitment that you would a new job. You will want to show up early, be willing to stay late and expect to work on lesson plans and other preparations for teaching in the evenings and weekends.

10. What should a student say at the first meeting with the cooperating teacher?

You will want to ask the teacher about classroom expectations; discipline, schedules, etc. You will also want to discuss his or her expectations for you as a student teacher. What kind of a timeline will you be looking at for becoming involved in the classroom? Show enthusiasm and initiative by communicating to your cooperating teacher that you are ready and able to take on responsibilities as soon as possible.

11. What should I do if I have concerns during student teaching?

You should first contact your university supervisor with any concerns you may have. If you and your supervisor are not able to resolve the matter, you can call the Field Experiences office for assistance.

12. What might I be asked at an interview?

1. Tell us about yourself and your teaching experience.
2. Tell us about yourself and your background.
3. What is your teaching philosophy?
4. What experience have you had working with kids?
5. What is the basic role of the teacher?
6. Why did you become a teacher?
7. What is the most surprising thing you have learned in teaching?
8. Give us your philosophy in parent involvement and their role in the educational process.
9. What is your method of dealing with students who are off task and distracted?
10. Tell us about a disciplinary problem you had and how did you handle it?
11. How would you organize your classroom?
12. What strategies might you use to raise student achievement and how it relates to standardized testing?
13. How would you address multicultural education in a diverse population/society in your classroom?