Teacher Candidate and Intern Expectations

Provide a current Pre-Service Teacher Permit to the principal and/or the administrative offices of the school district to which they are assigned.
Demonstrate professionalism, adhering to national, state, and local as well as the policies and procedures of the host school/district.
Maintain confidentiality.
Positively represent 91̽�� by introducing yourself to key staff such as administrators, administrative assistants, custodians, etc.
Learn the names of students promptly.
Familiarize yourself with the academic and social curriculum implemented in the classroom.
Complete lesson plans/assignments/responsibilities promptly using the guidelines set forth by faculty, the mentor teacher, and/or the university clinical educator.
Take initiative in asking questions or expressing concerns with the mentor teacher.
Reflect on experiences and strive to effect appropriate improvements in teaching practices.
Notify the mentor teacher, university clinical educator, and/or other appropriate individuals, if an emergency arises that forces one to be late or absent from school.
Use the Developmental Curriculum Model as a tool to seek opportunities for professional growth.

Show readiness to assume increasing responsibility as the semester progresses (refer to the Developmental Curriculum Model).
Participate in all activities assigned to the mentor teacher, including those that extend beyond the regular school hours (i.e., staff meetings, professional development opportunities, athletic events, dramatic productions, parent conferences, PTO meetings, TBT meetings, etc.).
Attend all eight seminars, including both large-group and small-group sessions.
Complete a mid-term and final evaluation in conjunction with the mentor teacher and university clinical educator (Candidate Preservice Assessment of Student Teaching or CPAST).
Finish the edTPA and required LiveText surveys by the stipulated deadlines.
Adhere to the policies and procedures outlined in this guide.

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