• Requests for Observation Only: Requests for observation only can be handled directly at each building site. A prospective observer can contact the Associate Principal for Instruction with their specific request. The Associate Principal will pass this request along to the appropriate Division Head, who will discuss the observation request with the teachers involved and determine approval and the appropriate time frame. 
• Clinical Placement Requests: If a placement involves direct interaction with students, you must contact the CTEP Coordinator. This type of placement involves additional requirements (fingerprint background check and medical release form). 
• Extended Placement Requests: We are generally not able to accommodate requests for more than 20 hours. Extended hours usually require an additional time commitment from staff members. Because our student teaching program is extensive and already imposes on the educational planning time of staff, we most likely will not be able to accommodate additional extended requests.

Basic Two-Column Form

• PDF format
• Word format

Use of Time Technique

Explanation: This technique gives the teacher information about the pacing of the class and the amount of student engagement.

Procedure: Record the time for each activity and any observations about student engagement for that activity.

• PDF format
• Word format

Observation Checklist

Explanation: This form includes a list of teacher behaviors that are conducive to a successful lesson.

Procedure: Comment on each behavior. The Word version allows observers to edit the behaviors to fit the needs of a specific classroom.

• PDF format
• Word format

Danielson Observation Form

Be sure to open this form in Adobe Reader or Acrobat, not Preview. It will NOT save your work properly in Preview.

Explanation: This form is aligned to the Danielson Framework’s four domains. It was created by the College of Education at the University of Illinois, but is available for use by any cooperating teacher.

Procedure: Prior to the observation, determine one or two areas of focus for Domains 2 and 3. Mark the predetermined areas with an X on the form. Record evidence and suggestions/next steps for the predetermined areas. If applicable, also record evidence and suggestions/next steps for Domain 1 from conversations regarding planning and Domain 4 from conversations regarding reflection.

• Danielson Observation Form

Verbal Flow Technique

Explanation: This technique gives the teacher information about equitable class participation and the type of student responses.

Procedure: Record students’ verbal participation by using symbols on a seating chart to indicate who responds and how. Use a symbol each time a student speaks.

• Verbal Flow Technique PDF format

On-Task Technique

Explanation: This technique shows the individual student’s attention to each task. It gives the teacher information about the on-task behavior of specific students and shows the overall student engagement for a specific activity.

Procedure: Write the time and activity on the chart at the top of the form. Scan the room every five to 10 minutes and record the appropriate symbol for each student on the seating chart next to the number corresponding to the activity.

• On-Task Technique PDF format

Videotape Reflection

Explanation: This form is a self-observation used while watching a videotaped lesson.

Procedure: Videotape a lesson. Use this form to rate yourself on behaviors that are conducive to a successful lesson.

• PDF format
• Word format

To be considered for placements for the following school year, student teacher candidates must submit their applications by March 31. Applicants need the consent of the university and are required to upload the university letter of request, transcripts and a résumé in order to be considered for placement. Please use the link below to access the online application. 

Click here to apply: Online Application for Student Teaching

Application Process

Prospective candidates for all student teaching positions must be directed by their university placement office to submit an online application.

To be considered for a student teaching position, applicants must upload to their online application the following documents:

• A letter of request for placement from the university.
• All applicable transcripts.
• A personal data sheet or résumé.

Requests for placement are handled in the following manner:

• Each applicant’s qualifications are examined by the Cooperative Teacher Education Program staff starting in April.
• The applicant may interview with potential cooperating teachers. A placement will be determined based on the results of the interview.

After the initial application screening, student teaching applicants who have been tentatively accepted into the program may be asked to interview with potential cooperating teachers. After the interview, the cooperating teachers inform the coordinator of their willingness to work with the student teacher. Division heads are consulted to ensure that the placement is appropriate. The placement is approved or denied, and the applicants and their universities receive a formal acceptance or rejection email notification.

Student teachers who are accepted into the program receive information about District 214 requirements and the student teacher orientation meeting. Before beginning the student teaching placement, the following items must be on file with the human resources office:

• A medical examination form completed by a licensed physician or nurse practitioner stating that you are physically fit for employment and free from communicable diseases
• IL Mandated Reporter Form
• Acceptance Usage Policy Form
• Fingerprint background check ($50 fee) with D214 - background checks completed elsewhere will not be accepted
• Completion of GCN Online Training

The number of student teachers accepted varies from year to year based on the number of available cooperating teachers in the content area, program changes and other district issues.

First priority: University partnerships

High School District 214 has contractual partnerships with Eastern Illinois University and National Louis University permitting their applicants to be prioritized over applicants from other colleges and universities, assuming their applications pass the initial screening process. 

Second priority: Educational Support Personnel (ESP) District employees

District 214 is committed to lifelong learning. To this end, any noncertified District employees who choose to teach may be placed in one of our schools for their student teaching. During the student teacher placement, District employees must take a leave of absence from their current positions. 

Third priority: Board of Education diversity parameter

The District 214 Board of Education approved the following parameter at its October 21, 1999, board meeting: “Enlarge our candidate pool to attract highly qualified individuals to increase our cultural and ethnic diversity.” This includes student teaching candidates who meet this board parameter.

Fourth priority: Applicants from other colleges and universities

Applicants who do not meet any of the above priority areas may be considered based on the number of available cooperating teachers.

District 214 is committed to working collaboratively with universities to provide pre-service training and student teaching opportunities for students studying to be teachers. Each year approximately 50 people begin their student teaching and take their first step in becoming a professional educator in District 214. Student teachers generally work with two cooperating teachers who are members of our staff of professional educators. They work with students in up to four classes for a length of time determined by their universities.

The relationship between cooperating teacher and student teacher is beneficial for a variety of reasons. The student teacher experiences working with highly qualified cooperating teachers in an atmosphere rich with educational resources. The District benefits by having a source of new energy and enthusiasm that inspires the professional staff to engage in continuous improvement in their own practices.

Student teachers provide the District with a constant influx of fresh perspective. Having a student teacher working with students for a semester also affords the District an opportunity to evaluate the student teacher over an extended period of time. This extended period allows us to observe growth and to determine the professional potential of a student teacher.

These procedures have been designed to provide a service for the District that assures the following:

• Equitable treatment of all student teaching applicants based on these procedures.
• Review of qualifications of applicants.
• Organization for the interview and placement process.

Our goal is to assure that the best possible candidates enter our District as student teachers, thus preventing any compromise of the quality and safety of our schools.