STUDENT TEACHING 

Urban Teachers Residents are required to complete nine (9) weeks of student teaching as part of the residency experience. Student teaching provides routine experiences to apply knowledge of K-12 students and high-quality instructional materials to the implementation of culturally relevant instruction. These 45 days of student teaching also fulfill the residency-year teaching obligations. During the school day, teacher-Residents gradually take the lead with instructional planning and delivering culturally responsive, standards-based instruction. 

 

Graduate coursework and instructional coaching have been designed to support the student teaching experience. Urban Teachers Residents have recursive, scaffolded opportunities to acquire knowledge of their students, dive-deep with local instructional standards, design culturally relevant tasks and texts, and implement high leverage instructional practices. Instructional coaching activities provide clinically-based opportunities for Residents to be observed, receive feedback, and rehearse their teaching practices in the classroom community with students. Residents collaborate with their instructional coach to ensure that their personal vision for the development of their teaching practice can be actualized.

 

Sample Student Teaching Schedule

1st Semester (2 weeks)

• SEPTEMBER – 2 days solo or paired with another Resident teacher

Resident 1 (R1) completes 2 days of student teaching in their host classroom either on their own or paired with another Resident teacher (R2) at their placement site. The Resident-pairs (R1 & R2) co-plan and co-teach for a full day of whole-class instruction. R1 takes the lead with R2 providing support. It is highly recommended that R2 visits the host classroom prior to the student teaching window in order to observe classroom dynamics, become acquainted with students, meet the Host Teacher, etc. At least one solo or paired teaching lesson must be recorded, uploaded to SchoolMint Grow, and shared with the Urban Teachers instructional coach.

 

• OCTOBER – 3 days solo in host classroom #1

Residents complete 3 days of student teaching in their host classroom. In collaboration with the Host Teacher and/or Urban Teachers instructional coach, Residents plan lessons for the 3 student teaching days. Then, Residents will teach for 3 consecutive days under the observation of their Urban Teachers instructional coach and/or their Host Teacher. At least one solo teaching lesson must be recorded, uploaded to SchoolMint Grow, and shared with the Urban Teachers instructional coach.

 

• NOVEMBER/DECEMBER– 1 week (5 days) in host classroom #1

Residents are required to complete one (1) week of student teaching in their host classroom. Residents plan and implement a full week of lessons with the whole class. At least one lesson from the 5-day teach must be recorded, uploaded to SchoolMint Grow, and shared with the Urban Teachers instructional coach.

 

2nd Semester (7 weeks)

• JANUARY – 2 weeks (10 days) in host classroom #2

Residents are expected to lead instruction in the host classroom for 2nd semester for the two (2) weeks following winter break. At least two sequential teaching lessons from the 10-day teach must be recorded, uploaded to SchoolMint Grow, and shared with the Urban Teachers instructional coach.

 

• MARCH-MAY/JUNE – 5 weeks in host classroom #2

In the period between March and June, Residents are required to complete five (5) weeks of student teaching in their host classroom. Ideally, Residents are expected to plan and implement a unit plan of instruction over 5 consecutive weeks of students teaching. If this is not possible, at least three of the five weeks must occur consecutively. The intent of this student teaching window is to build teaching stamina over time. At least two sequential teaching lessons from the 5-week teach must be recorded, uploaded to SchoolMint Grow, and shared with the Urban Teachers instructional coach.

 

The lesson plans must address instruction for the whole class as well as small group instruction. The Resident must document how they continued to work with their small groups (Practicum) throughout the student teaching experience in addition to supporting the other small groups in the classroom. The 5 week student teaching session may occur after state/district testing; if timing permits.

 

Documentation

Student teaching provides an opportunity for Urban Teachers participants to demonstrate their ability to consistently enact culturally relevant teaching and establish productive, nurturing classroom environments that are inclusive, instructive, and bias-free. Residents are required to document this journey and routinely submit artifacts of their student teaching experiences to their Urban Teachers Instructional Coach. The artifacts must be uploaded to the Urban Teachers coaching technology platform (SchoolMint Grow) and shared with the instructional coach by the deadlines established by each site (not to exceed 2 weeks after the student teaching window closes.)

Student Teaching Minimum Requirements for Urban Teachers Residents

Student teaching sequence:

The student teaching experiences can occur at any time in the windows indicated (p. 1-3).  However, the days and weeks must occur consecutively such that the instructional days are back-to-back. Consecutive days of teaching should also be applied to the second semester of student teaching; wherever possible. 

 

Student Teaching artifacts:

Each submission should contain lesson plans, video of instructional implementation, evidence of student work, assessment data, and reflective journaling. These items should be uploaded to SchoolMint Grow, shared with the coach, and tagged as part of the student teaching experience. 

 

Student Teaching Lesson Plans:

The Urban Teachers lesson planning template or the approved lesson plan template of the placement school can be used for lesson plan submissions. However, all lesson plans must be:

• cohesive and reflect development of skill(s), concept, or content
• aligned to local instructional standards
• reflect the trajectory anticipated in consecutive days of instruction
• designed for Tier I or II instruction
• designed (or reflect modifications; in the case of required scripted lessons) by the participant
• aligned to the Accountable Teaching Practices (ATPs) of the SY22.23 Teacher Practice Rubric (TPR)

 

Collaboration between the Host Teacher, Resident, & Urban Teachers instructional coach

The Host Teacher and Resident should meet prior to the start of the student teaching week(s), schedule quick debriefs at the end of each day, and engage in a progress debrief at the end of the student teaching experience. The Urban Teachers Instructional Coach can be engaged in these sessions; particularly at the start of each semester during School-Based Instructional Coaching Meetings (August &  January). Urban Teachers Instructional coaches can also observe participants during the student teaching window as part of the required formal observations and provide additional lesson planning support as part of instructional coaching activities. Each Resident has an Instructional Coaching Scope & Sequence that will be very helpful for identifying strategic overlaps between student teaching and instructional coaching windows. The Residency Year Progression & Goals table (p. 5) is also a helpful resource to support Residents with being planful and prepared.

 

The Host Teacher and instructional coach are expected to initially support the Resident with lesson planning. The Resident should be included in regular planning and/or grade level meetings. Gradually however, the Resident must begin to take the lead on planning and delivering culturally relevant instruction. During student teaching enactment, the Host Teacher should plan to periodically leave the classroom, e.g. being outside of the classroom but in close proximity. This will allow the Resident to experience the classroom without the Host Teacher’s presence.

 

Consistent co-planning and collaboration between the Host Teacher and Resident will ensure that the lessons being taught are aligned to the needs of the P-12 students and the expectations for the school partner. Host Teachers may also schedule opportunities to observe and debrief with their Resident during the student teaching experience. Areas of potential discussion include:

• lesson implementation, e.g. pacing and flow, use of high-quality instructional materials
• student engagement, e.g. equity and participation, culturally relevant teaching
• checks for understanding & data gathering
• classroom management/community norms
• evidence of learning, e.g., student-led conferences, interviews, exit tickets

 

Consistent collaboration between the Host Teacher and Urban Teachers instructional coach will also ensure that the Resident feels supported to tackle the increasing demands of lead teaching alongside their role as a full-time university student. Graduate courses, much like instructional coaching, can be an important source of support for the student teaching experience. Residents are not excused from coursework during their student teaching experiences; except in rare cases. 

Student Teaching Notification 

Residents are required to share their student teaching days with their Urban Teachers instructional coach and site team Director/Assistant Director once these days have been identified. Residents will be observed and provide evidence & artifacts of their student teaching throughout the residency year.