Level-III Clinicals

Student teaching is a semester-long, full-day experience in one or more public schools. Undergraduates receive 12 hours (CR/NC) for student teaching; MAT candidates receive 6 hours (CR/NC).

The number of public schools in which teacher candidate is placed during this clinical is determined by the candidates’ combination of teaching fields and grade levels. Typically, candidates will have two eight-week placements, but some certifications require three five-week placements.

The purpose of the final clinical experience is to allow the teacher candidate to:

  • apply theories, research, and philosophies of education to the practice of teaching in a public school.
  • refine planning, teaching, management, assessment, and reflection skills to achieve a level of professional competence consistent with the COE, NCATE, and state competency standards.
  • critically examine teaching and learning processes and student learning as well as assume the full role of a teacher.
  • use current technologies and strategies as well as enhance critical thinking and maximize learning.
  • develop reflective and self-assessment skills as they continually analyze and evaluate their own progress.
  • respond to issues of diversity, considering the needs of students individually as well as collectively.
Professional Expectations

As a teacher candidate entering the schools, you are expected to conduct yourself as a practicing professional educator. You are subject to the same ethical and professional responsibilities of a full-time teacher.

Please review the Teacher Candidate Code of Professional Conduct, which includes the dress code and attendance policy for all candidates, prior to entering the classroom.

Requirements to Complete Student Teaching

Credit for Level III (student teaching) Clinical Experience is determined based on the completion of required time in the classroom including seminars and receiving a passing score on the four-part capstone.

Undergraduates must receive a minimum of a 2.7 on each piece, including the evaluation, Teacher Candidate Work Sample, unit plan, and oral presentation to receive credit. Graduate students must receive a 3.0 on all pieces to receive credit.


Level III placements require a final evaluation completed for each placement by the university supervisor and cooperating teacher. The evaluation is based on the WV Professional Teaching Standards and National Content Standards.

The university supervisor and cooperating teacher will complete several observations during the placement, which will aid them in completing the final evaluation. The evaluation is completed online and can be found HERE

Unit Plan

Teacher candidates are expected to complete a unit plan in each of their during their student teaching placements. The unit must be designed around the university approved unit plan format, which has been designed specific to each content area. University supervisors are responsible to grade candidate unit plans.

All unit plans must be approved by the cooperating teacher and university supervisor before taught in the classroom. Unit plans that are not provided timely will put a candidate at risk for a plan of improvement or failing the experience.

Teacher Candidate Work Sample (TCWS)

During the first placement of the semester, student teachers will complete the TCWS, which will provide a sample of the work they do in the classroom and reflect their actions as a critical thinker. The University Supervisor will work with the candidate to complete the necessary sections of the TCWS.

However, as the classroom teacher, you need to be aware of the requirements the students must complete for this document. The unit plan that the clinical student prepares is included in the work sample. All areas of the work sample will reflect parts of the unit plan.

Click here to see the requirements for each section of the work sample.

Oral Presentation

Teacher candidates will each give an oral presentation near the end of the semester. The purpose of the presentation is to show the candidate’s ability to communicate the results of student learning that occurred in the classroom.

The presentation should include the contextual factors, an overview of the unit and learning goals, how students were assessed, an analysis of student learning and self-reflection on teaching. Presentations will be scored by a team of educators including a faculty member, a university supervisor and a public school teacher or administrator.

Click here to see the presentation scoring rubric.


Teacher candidates are expected to attend weekly seminars with their university supervisor during student teaching. Seminar time is important to receive information/updates from supervisors, a time to discuss issues, give feedback, and receive support in the preparation of the teacher candidate work sample.

Seminar will be held outside of the normal school day. The time and place of seminar will be determined by the supervisor. Attendance is mandatory and part of the credit you receive for student teaching.

Reflection Log

Teacher candidates are expected to maintain a daily reflection log during their student teaching experience. The purpose of this log is to provide daily reflection on the experience in the classroom including their insights into their thoughts and feeling based on the events of the day.

This provides a place to document questions and concerns in the classroom that need to be revisited as well as a way to document thoughts for future situations. Cooperating teachers and university supervisors will review the daily reflection log periodically. The log will be considered in evaluating the candidate’s professionalism and reflective nature as an educator.

Click here to see a sample of the daily reflection log and questions to consider in your reflections.

Becoming Certified and Applying for Jobs

Throughout the student teaching semester, candidates will receive all the information necessary to apply for their teaching certification with the state of West Virginia.

Tammy Aliff, the College of Education and Professional Development Certification Officer, will meet with the candidates to ensure all paperwork is ready to process upon completion of student teaching and graduation. For additional information on certification.

Click Here or contact Tammy Aliff at aliff@marshall.edu.

Additionally, candidates will have opportunities throughout the semester to work with Marshall University Career Services to complete their Jobtrax file. Career Services will provide students will information on what county/district offices expect from candidates to obtain teaching jobs. Career Services will work with the candidates to prepare all pieces necessary to graduate and apply for jobs.

For additional information on Career Services, please Click Here