Student Teacher Responsibilities and Duties: A Comprehensive Guide

A student teacher stands at the threshold of their career, poised to transition from student to educator. This period of supervised teaching is a vital component of teacher preparation, allowing for the development of practical skills and knowledge in a real-world classroom setting. The student teacher experience is typically the final phase of teacher education programs and a requirement for certification in most states. It allows student teachers to apply the theory and research they have learned in their coursework to the actual practice of teaching. It also provides an opportunity for them to observe and learn from experienced teachers, and to receive feedback on their own teaching. Overall, student teaching is an essential step in becoming a qualified and effective teacher. This article aims to provide a comprehensive overview of the responsibilities and duties of a student teacher, offering guidance for a successful and rewarding experience.

The Role of the Student Teacher

The role of a student teacher is multifaceted, requiring them to be both a teacher and a learner. At its core, a student teacher is an individual who is currently enrolled in a teacher education program and is completing a period of supervised teaching in a classroom setting. They work alongside a cooperating teacher, who acts as a mentor and supervisor. While the cooperating teacher provides guidance and support, the student teacher actively participates in all aspects of classroom life, gradually assuming more responsibilities as their confidence and competence grow. Understanding this dual role is crucial for navigating the challenges and opportunities of student teaching. The student teacher can be a friend as well as mentor, counselor, and guide.

Key Responsibilities and Duties

Student teachers gradually assume the role of full-time teachers during the semester. Student teachers work with their mentors as professional colleagues who share responsibilities for all aspects of teaching. The following is a breakdown of the key responsibilities and duties expected of a student teacher:

Classroom Instruction and Management

Planning and Delivering Instruction: Student teachers actively participate in planning and delivering instruction, working collaboratively with their cooperating teacher. This includes developing lesson plans, preparing instructional materials, and implementing effective teaching strategies. Student teachers should prepare written plans and a schedule for all teaching during the semester. However, teaching plans can vary in detail, as agreed with mentor teacher and field supervisor, depending on the level of responsibility the student teacher has for the lesson or unit. As requested, student teachers must provide lesson and unit plans to mentors and supervisors. Mentors and supervisors will often want to review these plans before they are taught. Student teachers are to check with individual mentors and supervisors for specific lesson and unit plan deadlines.
Assessing Student Learning: Evaluating student progress is an integral part of teaching. Student teachers are expected to assess student learning through various methods, such as observation, quizzes, tests, and projects. They should also analyze student work to identify areas of strength and weakness, and use this information to inform their instruction.
Creating a Positive Learning Environment: A student teacher contributes to creating a positive and supportive learning environment that fosters student engagement and success. This involves establishing clear expectations for behavior, promoting respectful interactions, and addressing student needs effectively.
Classroom Management: Effective classroom management is essential for maintaining order and maximizing learning time. Student teachers learn and implement strategies for managing student behavior, preventing disruptions, and creating a safe and productive classroom environment. Provide opportunities for the Candidate to gain experience in management of regular school duties with as much initiative and responsibility as the situation will permit.

Professionalism and Collaboration

Professional Conduct: Student teachers are expected to adhere to the same standards of professional conduct that apply to the full-time faculty at the assigned school. This includes maintaining confidentiality, dressing professionally, and exhibiting ethical behavior in all interactions with students, staff, and parents. Exhibit good manners, habits, behavior, and language. Project a professional image, starting with professional dress and appearance.
Collaboration with Cooperating Teacher: The relationship with the cooperating teacher is paramount. Student teachers should actively seek guidance and feedback from their cooperating teacher, engage in open communication, and work collaboratively to plan and implement instruction. Seek the advice of your cooperating teacher daily.
Communication with Parents and Guardians: Student teachers may have opportunities to communicate with parents and guardians through conferences, emails, or phone calls. They should maintain a professional and respectful tone in all communications and keep the cooperating teacher informed of any significant interactions.
Participation in School Activities: Student teachers are encouraged to participate in school activities, such as faculty meetings, professional development workshops, and extracurricular events. This allows them to become more fully integrated into the school community and to learn about the broader aspects of school operations. Attend faculty and other meetings (e.g., parent conferences, IEP meetings). Ask for the dates and times of such teaching responsibilities as Open House, faculty meetings, department/grade level meetings, and parent/teacher conferences.

Personal and Professional Growth

Reflection and Self-Assessment: Student teaching is a time for reflection and self-assessment. Student teachers should regularly reflect on their teaching practices, identify areas for improvement, and seek feedback from their cooperating teacher and university supervisor. Field experiences are designed to help student teachers understand teaching and themselves. Student teachers should reflect upon these experiences carefully to be certain they have chosen the best professional career option for them.
Seeking Feedback: Constructive criticism is invaluable for growth. Student teachers should actively solicit feedback from their cooperating teacher, university supervisor, and even their students. They should be open to suggestions and use feedback to refine their teaching skills.
Professional Development: Student teachers should take advantage of opportunities for professional development, such as workshops, conferences, and online courses. This demonstrates a commitment to lifelong learning and helps them stay current with best practices in education.

Specific Duties and Expectations

In addition to the general responsibilities outlined above, student teachers may also be expected to perform specific duties, depending on the school and the cooperating teacher. These may include:

Attending Faculty and IEP Meetings: Student teachers should attend faculty and other meetings (e.g., parent conferences, IEP meetings).
Creating Lesson and Unit Plans: Teacher candidates use the EECE lesson plan format for planning lessons and units during student teaching. Student teachers should prepare written plans and a schedule for all teaching during the semester. However, teaching plans can vary in detail, as agreed with mentor teacher and field supervisor, depending on the level of responsibility the student teacher has for the lesson or unit. As requested, student teachers must provide lesson and unit plans to mentors and supervisors. Mentors and supervisors will often want to review these plans before they are taught. Student teachers are to check with individual mentors and supervisors for specific lesson and unit plan deadlines. Prepare written daily lesson plans which are to be approved by the mentor teacher. Prepare a detailed, approved, typed lesson plan for formal observations with your university supervisor.
Maintaining a Professional Portfolio: Continue development of your professional interview portfolio, relying on mentor teacher and university supervisor for advice and assistance.
Following School Rules and Regulations: Student teachers are expected to familiarize themselves with the school's rules and regulations and to obey those rules and regulations as if you are one of the faculty.
Building Relationships: Student teachers should strive to build positive relationships with students and staff. Learn names within the first few days.

The Cooperating Teacher's Role

The cooperating teacher plays a crucial role in the student teacher's development. They serve as a mentor, guide, and evaluator, providing support and feedback throughout the experience. The cooperating teacher's responsibilities include:

Orienting the Student Teacher: Orient the Candidate to the total school setting, including any safety procedures, school policies, and duties or responsibilities of the faculty. Provide a classroom and building orientation. Outline the student teacherâs responsibilities and how these will grow over time as more classroom responsibilities are added.
Providing Guidance and Support: Help the Candidate understand their role as it relates to their teaching assignment and the total school program and to define the extent of their responsibility and authority. Discuss the district program with the Candidate so that they understand classroom activities in relation to immediate and long-term teaching goals.
Offering Feedback and Evaluation: Assess the Candidate's progress and development as a teacher on a continuing basis, gathering and recording data to confer with the student-teacher on a weekly basis for purposes of analysis, feedback, and guidance. Provide data and evidence in writing for the University Supervisor to use in determining the Candidate's grade. Complete the mid-term and final evaluation forms on Candidate's performance.
Modeling Effective Teaching Practices: Serve as a model and information source for your Candidate to help improve teaching skills and develop new instructional strategies, to understand and develop teacher-student rapport and relationships, and to understand both the cognitive and affective aspects of teaching and learning.
Holding Regular Meetings: Hold a regular one-hour/one period weekly meeting with the student-teacher to review and give feedback on lesson plans for the upcoming week, discuss progress in all domains of the Danielson Framework, and address any concerns that have arisen. There should be time for daily/weekly informal conversations about planning and teaching.

The Importance of a Semester Plan

An important first step for student teachers is to make a written semester plan. Student teachers gradually assume responsibility for the classroom during the semester. Student teachers make a written plan with their mentor teacher and field supervisor to increase their responsibilities in a systematic way, culminating in at least three weeks of solo teaching (at least four weeks for Dual Prep SPED). Solo teaching means assuming complete responsibility for the classroom. The solo weeks can be taught consecutively or spread across the semester. In most cases, student teachers transition into a one-week solo, followed by reflection and planning for a subsequent two-week solo.

Example Schedule for Student Teaching (16 weeks)

Week	Teacher Candidateâs Responsibility
1	Be sure to obtain phone numbers for mentor and supervisor. Make a semester teaching plan (co-teaching and solo) with mentor and supervisor. Attend faculty and other meetings (e.g., parent conferences, IEP meetings).
2	Take over more daily responsibilities. Increase work with individuals, small groups, and whole class. Plan and co-teach with mentor as scheduled. Plan and teach alone for a designated period of time each day. Remember to show lesson plans to mentor in advance.
3	Plan and teach for a longer designated period of time each day.
4	Plan and teach half the day on designated lessons
5	Plan and teach whole days on designated days
6	Plan and teach first solo week (complete responsibility for classroom)
7	Share teaching responsibilities with mentor teacher. Reflect on solo week. Plan for a two week solo
8	Share teaching responsibilities with mentor teacher. Plan for a two week solo. Schedule a mid-semester conference with mentor teacher. Complete and sign mid-semester evaluation forms
9	Plan and teach second solo week
10	Plan and teach third solo week
11	Share teaching responsibilities with and assist mentor. Reflect on solo week
12-14	Share teaching responsibilities with and assist mentor
15	Share teaching responsibilities with and assist mentor. Schedule conference with mentor teacher and field supervisor. Complete and sign end-of-semester evaluation forms
16	Transition back to mentor

Example Schedule for Split Placement Student Teaching (Dual Prep SPED)

Placement 1	Teacher Candidateâs Responsibility
1-9	Gradually begin taking over some daily responsibilities (e.g. morning meetings, supervising students at recess, taking students to and from lunch and recess). Work with individuals and small groups, and whole class as indicated by mentor. Develop a communication plan with mentor and field supervisor (e.g. Be sure to obtain phone numbers for mentor and supervisor. Make a semester teaching plan (co-teaching and solo) with mentor and supervisor. Attend faculty meetings and other meetings (e.g. Be sure to obtain phone numbers for mentor and supervisor. Make a semester teaching plan (co-teaching and solo) with mentor and supervisor. Attend faculty and other meetings (e.g., parent conferences, IEP meetings).
10-11	Take over more daily responsibilities. Increase work with individuals, small groups, and whole class. Plan and co-teach with mentor as scheduled. Plan and teach alone for a designated period of time each day. Remember to show lesson plans to mentor in advance. Plan and teach for a longer designated period of time each day.
12	Plan and teach half the day on designated lessons. Plan a two week solo
13	Plan and teach whole days on designated days. Finalize plans for solo teaching
14-15	Plan and teach first solo week (complete responsibility for classroom)
16	Transition back to mentor. Schedule conference with mentor teacher and field supervisor. Complete and sign end-of-semester evaluation forms

Dos and Don'ts for Student Teachers

To help navigate the student teaching experience successfully, here are some key dos and don'ts:

Dos:

Be Prepared: Have well-planned and prepared lessons.
Be Punctual: Be prompt.
Be Professional: Maintain a professional demeanor.
Be Proactive: Seek innovative ways to make a contribution. Be a problem solver.
Be Respectful: Exhibit good manners and respect relationships with students and staff.
Be Observant: Learn by observing other teachers/classrooms/disciplines when possible.
Be Open to Feedback: Actively seek and incorporate feedback from your cooperating teacher and supervisor.
Be Reflective: Regularly reflect on your teaching practices and identify areas for improvement.
Communicate Effectively: Maintain open and honest communication with your cooperating teacher and supervisor.
Take Initiative: Look for opportunities to contribute to the classroom and school community.

Don'ts:

Don't Be Absent: (NO UNEXCUSED ABSENCES WILL BE TOLERATED.)
Don't Be Late: Arrive on time for all classes and meetings.
Don't Be Unprepared: Always have your lesson plans and materials ready.
Don't Be Disrespectful: Treat students, staff, and parents with respect.
Don't Overstep Boundaries: Maintain appropriate professional boundaries with students. Be an adult role model, not a pal. Do not answer personal questions or delve into your personal life. Maintain a professional relationship with students and staff at all times.
Don't Gossip: Avoid engaging in gossip or negative talk about colleagues or students.
Don't Be Afraid to Ask for Help: Seek guidance from your cooperating teacher when needed.

Evaluations

Mentor teachers and UHM field supervisors make formal and informal observations of student teachersâ performance throughout the semester. Mentors and field supervisors provide oral and/or written feedback in discussions with student teachers after they teach. UHM field supervisors usually visit student teachers at least every other week. As the semester progresses, field supervisors schedule formal observation appointments with student teachers. These observations are an important record of student teachersâ performance. Teacher candidates receive a grade of credit or no credit for ITE 390: Student Teaching. If a candidate receives a grade of no credit, ITE 390 can only be repeated once.

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