For Student Teachers

This section contains information for student teachers. Additional information can be found in the Student Teaching Handbook and on your course Moodle site.

For Pre-Student Teachers

For Student Teachers


Student Teaching Application

Both these forms should be used for application to student teach locally, in Arizona, or abroad. Please read the directions for completing the application first.

Candidate Presentation

The Candidate Presentation gives you an opportunity to reflect on your progress towards meeting the MN Board of Teaching Standards through your Education coursework and field experiences, and it will help the Education Department gauge your readiness to student teach. During the presentation, you will outline specific goals you have for student teaching and present evidence that you are ready to student teach. This is an important and required assignment; successful completion of this presentation is required in order to student teach. 

The Candidate Presentation occurs the spring semester prior to student teaching for most students. For World Language students, the presentation will occur the fall semester prior to student teaching. The assignment for the Candidate Presentation will be sent via Tk20. The components of the assignment are:

  1. Tk20 Standards 2-10 and Dispositions Review
    1. Review all the key assessments you’ve submitted to address MN Board of Teaching Standards (most of these should be in your Tk20 account; see the next page for a list). In Tk20, you will attach one or two key assessments to each Standard to demonstrate your competency. You do not need to upload all the key assessments that address the Standards. You may upload the same key assessment for up to three Standards.
    2. Complete the Professional Disposition Self-Assessment artifact in Tk20.
    3. Based on this review of the Standards and your Dispositions, in Tk20 write a Portfolio Reflection Form for each Standard and your Dispositions, noting strengths and areas for growth indicated by your work.  You should refer to specific examples from the artifact(s) you’ve uploaded (as well as others you may not have uploaded) to show evidence of strengths and needs.
  2. Student Teaching Goals– Based on the assessment from Part 1, create three specific student teaching goals (related to MN Board of Teaching Standards, the Dispositions, or other needs you feel you need to address) and determine a plan to meet those goals.
  3. Readiness to Student Teach– Based on Part 1 and Part 2, write a statement (approximately 1-2 pages) about your readiness to student teach.
  4. Presentation– Present (10 min) to a group of your peers and one Education faculty member on your readiness to student teach and one specific goal for student teaching.

Student Teaching Handbook

The Student Teaching Handbook can be accessed here.

Student Teaching Contact Information

  • Student Teachers should complete the Student Teacher Schedule application in Tk20 to communicate their teaching and prep schedule with the Education Department and their Student Teaching Supervisors. Locate this at Applications–>Create–>Student Teacher Schedule.

Human Relations

The Minnesota Human Relations Requirement is a state mandate (Minnesota Rule Chapter 8710.0400) for all applicants for teacher licensure in Minnesota. The Human Relations Requirement develops the ability of applicants to

  1. Understand the contributions and life styles of various racial, cultural, and economic groups in our society,
  2. Recognize and deal with dehumanizing biases, discrimination and prejudices,
  3. Create learning environments which contribute to the self-esteem of all persons and to positive interpersonal relations,
  4. Respect human diversity and personal rights, and
  5. Know about American Indian language, history, government, and culture (this component is addressed in ED 385).

The purpose of the Human Relations requirements is to prepare you for teaching in a multicultural society.  The Human Relations requirements also satisfy standards 3D, 3F, and 3J on “Diverse Learners” of the Standards of Effective Practice. The Human Relations requirements (a-d) for St. Olaf College teacher candidates are met by:

  1. Satisfactorily completing the Cognitive Component (coursework) and the Experiential Component (a K-12 classroom experience in a diverse school as a tutor or teacher aide for a minimum of 80 hours; 40 of these hours must be in a K-12 setting during the school day) throughout the teacher education program and documenting them in Tk20 to address the following areas: Racial/Ethnic Diversity, Cultural Diversity (including gender roles and religious diversity), Socioeconomic Diversity, and Linguistic Diversity, and
  2. Writing a reflective essay following student teaching that include a discussion of how the cognitive and experiential components have prepared you to teach in a diverse setting, address prejudices and discrimination in the classroom and schools, take into account community and cultural norms, and teach about diversity.

Students complete the Human Relations (ED 382) form after student teaching in Tk20.

MTLE

Please note that in order to receive your teaching license in MN, you are required to pass the Minnesota Teacher Licensure Examinations (MTLE) instead of the PRAXIS tests.

Professional Dispositions

In Tk20, you will be asked to evaluate your professional dispositions at the end of student teaching.

Standards of Effective Practice, Standard 1

Student teachers will upload evidence in their Tk20 portfolio demonstrating that they’ve met Standard 1 ONLY. For each licensure area, students will upload at least three pieces of evidence and write a reflection on how that evidence demonstrates that Standard 1 has been met. Subject matter standards for MN teachers can be found at this link from the MN Office of the Revisor of Statutes.

Teacher Performance Assessment (edTPA)

The Teacher Performance Assessment (edTPA) is a national, subject-specific portfolio-based assessment of teaching performance that is completed by student teachers to demonstrate their readiness for a full-time classroom teaching assignment. It was developed utilizing best-practices in teacher evaluation and is based on a California assessment used for teacher licensure. Minnesota and five other states have accelerated their adoption of the edTPA in order to have more voice in its shaping. This handout contains more information about the edTPA.

  • Handbooks

    • Student teachers complete the edTPA during the professional semester of their teacher preparation programs. Each content area has its own edTPA; currently, handbooks can be found in your Tk20 edTPA portfolio.
  • Videotaping

    • Permissions

      • Student teachers should discuss the edTPA with their host teachers and must gain permission from their students for videotaping (unless otherwise authorized by school and district agreements).
    • Guidelines

      • Video files must be in one of the accepted video formats: mov, mp4, avi, mpg, wmv, m4v.
      • Videos should not be in HD.
      • Video clips should not exceed 20 minutes TOTAL in duration.
      • Video files should be 100MB TOTAL or less.
    • Moving Files from Camera to Computer

    • Compression

      • Tk20 strongly recommends that all video files, regardless of size, be compressed to less than 100MB TOTAL.
      • Information on Handbrake (video compression software) from Tk20.
      • Video link about compression using Handbrake
    • Using iMovie to Create Your Video

  • Unit and Lesson Plans

    • Student teachers should decide on a unit of instruction in which to embed the edTPA. A unit plan (or PASL) must be submitted to the college supervisors approximately one week prior to the teaching of the unit. The edTPA itself covers 3-5 days of instruction (called the “learning segment”) within the unit; students must prepare a 20-minute teaching video (as specified by the content-area handbook), submit lesson plans (using SIOP or this New Lesson Plan Template), analyze student work, and reflect on the teaching segment.
    • Unit Plan – this is a template you can use for your unit plan; you should send a copy to your generalist and specialist supervisors at least ONE WEEK before you teach the unit. YOU DO NOT NEED TO DO TASKS A and B before you send it to your supervisor.
    • Feedback Loop for Student Learning – this is a template music students teaching ensembles may find helpful to use for their Unit Plans/Lesson Plans.
  • edTPA Presentation

    • You will prepare a presentation for a faculty member from the Education Department and a small group of your peers. You should highlight aspects of the edTPA that reflect the competencies in Standards 2, 3, 7, and 8 (see the rubric below). Your presentation should not be longer than 15-20 minutes. You do not need to show your edTPA or prepare any electronic presentation, rather this should be a conversation with your peers and a faculty member about your own teaching practice.
    • You will be asked to specifically address how you met Standards 2, 3, 7, 8 in your edTPA. You will be scored on a rubric by your assigned evaluator. If you obtain a “1″ on any criteria in the rubric, you will be asked to present that aspect again.