Clinical Teaching

Clinical Teaching

Clinical Teaching Handbook | Cooperating Teacher Handbook

Clinical Teaching

Clinical teaching is the capstone experience of the BAAS ECET/WC EPP and the final requirement in the teacher certification pathway. It is a supervised, performance-based field experience in which candidates actively teach in real classrooms while receiving structured support and evaluation from experienced educators. As defined by 19 TAC §228.2(14), clinical teaching must include a minimum of 490 clock hours over at least 14 weeks, during which candidates plan and deliver instruction, manage the learning environment, assess student learning, and reflect on their professional practice. In compliance with HB 2, SECTION 2.08, clinical teaching integrates substantial preservice practice with required synchronous training components. All formal observations, conferences, and reflective activities are conducted in real time (in person or via live videoconference) to ensure candidates receive interactive, immediate feedback consistent with statutory requirements. Clinical teaching is more than an opportunity to apply coursework. It is a required state-monitored placement in which candidates demonstrate readiness for certification. Unlike earlier field-based experiences that focus on observation and reflection, clinical teaching challenges candidates to function as instructional leaders under real-world conditions. This critical phase of preparation marks the transition from student to professional, and it is designed to reflect the authentic responsibilities of classroom teachers.

The experience is structured to support gradual growth in responsibility under the mentorship of a certified cooperating teacher and the guidance of a trained field supervisor. Candidates begin by co-planning and co-teaching, then move toward full responsibility for classroom instruction. Along the way, they implement evidence-based strategies aligned with the Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS), while also managing classroom routines and addressing student needs. Field supervisors and cooperating teachers provide ongoing feedback and documentation to support candidate growth. Clinical teachers are evaluated against the Texas Teacher Standards and must demonstrate growth in planning, instruction, classroom environment, and professional practices. By the end of the placement, candidates should be functioning at the level of an entry-year teacher, ready to enter the profession with confidence and skill.

At Weatherford College, clinical teaching is not a standalone event. It is the culmination of a thoughtfully designed, developmental sequence that spans the final two years of the BAAS ECET program. Beginning in the junior year, candidates complete two structured field-based placements, one in early childhood (PreK–2nd grade) and one in upper elementary (3rd–6th grade), that introduce them to classroom environments, instructional routines, and the complexities of student development. These early experiences focus on observation, guided interaction, and reflective practice, laying the groundwork for deeper engagement. In the senior year, candidates advance into two clinical teaching placements that require sustained instructional responsibility and active participation in campus life. Over the course of four semesters, candidates steadily build competence in lesson planning, classroom management, data-informed instruction, and professional decision-making. Each stage of the progression is intentionally scaffolded to promote growth in independence, accountability, and instructional rigor, ensuring that candidates are well-prepared to meet the expectations of Texas classrooms by the time they reach the capstone experience.

The chart below illustrates the full fieldwork sequence within the BAAS ECET/WC EPP program:

Fieldwork Progression

 

Key Roles

Each field-based experience builds upon the last, increasing in depth, complexity, and responsibility. By the time candidates reach clinical teaching, they have completed over 50 hours of structured fieldwork and multiple semesters of coursework aligned with the Texas Teacher Standards, the Science of Teaching Reading, and the Texas Educators’ Code of Ethics. These experiences are intentionally designed to prepare candidates to manage full instructional responsibility, navigate real-time classroom challenges, and make data-informed decisions about student learning. Candidates enter clinical teaching with a foundation in both theory and practice, ready to develop further under intensive mentorship. The alignment between coursework, field experience, and certification standards ensures candidates are well-prepared to meet the demands of the profession.

Clinical teaching is delivered through two senior-level courses: EDEL 4311 and EDEL 4312. Each course includes a 14-week, half-day placement, with the goal of providing one experience in early childhood (EC–Grade 2) and one in upper elementary (Grades 3–6). While placements in two distinct grade bands are strongly recommended to support developmental breadth and instructional versatility, final placements depend on district capacity and site availability. The program makes every effort to honor the two-level model while remaining responsive to changing campus needs. Regardless of placement, candidates work with a certified cooperating teacher and receive consistent support from a field supervisor. The structure of these two placements helps ensure that candidates have the opportunity to teach across the full PreK–6 certification span and develop confidence in a variety of instructional settings.

Throughout the semester, teacher candidates engage in daily classroom instruction, complete lesson plans and time logs, participate in both formal and informal observations, and reflect regularly on their practice. Field supervisors document progress through observation notes and conferences, while cooperating teachers provide continuous mentorship, instructional modeling, and feedback. Candidates are expected to demonstrate growth in planning, instructional delivery, classroom management, and professional responsibility, with all activities aligned to the Texas Teacher Standards. These experiences culminate in a comprehensive evaluation that determines readiness for certification. Clinical teaching is a transformative apprenticeship, one that prepares future educators for the real demands and rewards of the profession. Candidates are reminded that successful completion of clinical teaching is a requirement for certification recommendation. Failure to meet placement expectations (e.g., maintaining attendance, submitting documentation, demonstrating professionalism, or meeting performance benchmarks) may result in removal from the placement or delay in program completion.

Certification Recommendation Requirement

In accordance with 19 TAC §228.35(e)(2)(B)(iii), clinical teaching is considered successful only when the candidate demonstrates proficiency in all educator standards required for their certification area. Both the cooperating teacher and the field supervisor must recommend the candidate for a Standard Certificate in order for the Educator Preparation Program to proceed with certification. These recommendations are documented through the completion and signing of all final evaluation forms. If either the cooperating teacher or the field supervisor withholds a recommendation, they must provide written documentation to both the candidate and the EPP explaining their decision. Certification cannot proceed without this dual endorsement. Clinical teaching, therefore, is not only a capstone—it is a professional proving ground. Candidates must show they are ready to assume the full responsibilities of the classroom through sustained practice, reflection, and professionalism across the entire placement.

Key Roles

Clinical teaching is a shared responsibility that depends on intentional coordination among individuals who guide, support, and evaluate the teacher candidate. While the candidate is at the center of the experience, success depends on strong partnerships between Weatherford College, school districts, and campus-based educators who are all invested in the candidate’s growth. Each person involved plays a distinct and essential role in helping the candidate develop into a confident, ethical, and effective teacher capable of meeting the diverse needs of today’s learners. Field supervisors, cooperating teachers, campus administrators, faculty members, and the Program Director all contribute to the quality of the placement, the integrity of the preparation process, and the readiness of the candidate for certification. These roles are clearly defined by Texas Administrative Code and by the internal standards of the BAAS ECET program to ensure accountability, consistency, and developmental support. As a team, they foster an environment where candidates can take risks, reflect on feedback, and grow into the professional role they are preparing to assume. The descriptions that follow outline the expectations and responsibilities of each role to ensure a consistent, supportive experience for every candidate.

Teacher Candidate

As the recipient of this handbook, you are the teacher candidate. You are a senior-level student enrolled in EDEL 4311 and EDEL 4312, and you have completed the coursework, field-based experiences, and program benchmarks that have prepared you for this milestone. Clinical teaching is your formal entry into the professional community of educators. This is the moment when theory becomes practice, and when you shift from being a student of teaching to a practitioner in the classroom. Clinical teaching invites you to take everything you’ve learned and apply it in real time, with real students, under the guidance of real educators. While you will be supported throughout this journey, the responsibility is now yours: to teach, to grow, and to rise to the expectations of the profession.

Responsibilities

Before your placement begins, you must have passed a criminal background check, been fingerprinted through TEA, and submitted documentation of professional liability insurance. You must also complete all state-mandated trainings, including those related to dyslexia, youth mental health and suicide prevention, and the Texas Educators’ Code of Ethics. These steps are not optional—they are state requirements and professional obligations that ensure the safety and well-being of students, as well as your readiness to serve. Once your placement is confirmed, you are expected to follow all school district and campus policies without exception. This includes arriving on time, dressing appropriately, maintaining confidentiality, using professional communication, and engaging respectfully with students, families, colleagues, and campus administrators. Your conduct reflects not only on you but on Weatherford College and the teaching profession as a whole.

Throughout the semester, you are responsible for maintaining a detailed time log, completing lesson plans, participating in formal and informal observations, and submitting all required documentation and reflections to the EPP on time. These elements help you track your growth, receive actionable feedback, and demonstrate your competence. As the semester progresses, you will gradually assume greater responsibility for planning instruction, managing the classroom, assessing student understanding, and adapting your teaching to meet learner needs. This is your opportunity to demonstrate proficiency across the Texas Teacher Standards and to model the professionalism, equity-mindedness, and care that define exceptional educators. By the end of your placement, you should be fully prepared to lead your own classroom. This is more than a graduation requirement—it is a proving ground for your passion, skill, and calling as a teacher.

Cooperating Teacher

The cooperating teacher is the teacher candidate’s closest daily mentor and the person best positioned to model what excellent teaching looks like in a real classroom. As a full-time educator on the host campus, the cooperating teacher provides the candidate with a front-row seat to the planning, delivery, and decision-making that go into effective instruction. This relationship is foundational to the clinical teaching experience. Candidates rely on their cooperating teachers for support, guidance, accountability, and honest feedback. The cooperating teacher plays a crucial role in helping the candidate internalize routines, respond to student needs, and develop the confidence to step forward as a lead teacher.

Required Qualifications

In accordance with 19 TAC §228.93, cooperating teachers must hold a valid Texas teaching certificate that matches the certification area sought by the candidate, be in good standing with the State Board for Educator Certification (SBEC), and have at least three years of credible teaching experience. Prior to hosting a candidate, each cooperating teacher must complete formal training provided by the WC Educator Preparation Program, which outlines expectations, supervision responsibilities, observation protocols, and procedures for providing feedback. This ensures that all cooperating teachers understand their role as mentors and evaluators within the larger structure of the EPP. Cooperating teachers serve not only as guides but also as models of professionalism, instructional excellence, ethical conduct, and collaborative practice. They are expected to uphold the standards of both the host district and the program at all times.

Responsibilities

Throughout the placement, cooperating teachers provide daily support by modeling lessons, facilitating planning conversations, co-teaching when appropriate, and helping candidates understand how to manage student behavior and support learning goals. As the candidate demonstrates increased competence and confidence, the cooperating teacher gradually releases instructional responsibility, allowing the candidate to assume full leadership of the classroom in a supported, developmentally appropriate way. Cooperating teachers offer frequent formative feedback, complete program-required observation forms, and participate in triad conferences with the field supervisor. At the end of the semester, the cooperating teacher completes a final evaluation that serves as one of the EPP’s primary data points in determining certification readiness. The success of the clinical teaching experience is deeply tied to the strength of this mentoring relationship. Cooperating teachers are among the most powerful influences on a candidate’s growth as a future educator.

Field Supervisor

The field supervisor is a trained educator appointed by Weatherford College to observe, mentor, and support teacher candidates throughout the clinical teaching semester. This role is essential to bridging the college-based preparation program with the realities of school-based practice. Field supervisors are evaluators, thought partners, instructional coaches, and advocates who help ensure that each candidate receives the support needed to grow into a capable and confident teacher. Their purpose is to guide and document candidate development while upholding both institutional expectations and state certification requirements. By regularly communicating with both the cooperating teacher and the candidate, the field supervisor helps create a professional triad that promotes feedback, growth, and accountability.

Required Qualifications

In accordance with 19 TAC §228.2(18) and §228.35(h), all field supervisors must hold a valid Texas teaching certificate, possess a master’s degree, and have at least three years of relevant teaching or administrative experience. They are also required to complete formal training provided by the Weatherford College Educator Preparation Program before being assigned to candidates. This training ensures consistency in the use of observation instruments, alignment to the Texas Teacher Standards, and clarity in the expectations for written and verbal feedback. Field supervisors are expected to uphold ethical conduct, confidentiality, and professionalism when working with teacher candidates and school partners. They must be available for communication throughout the semester and respond promptly to candidate concerns or questions.

Responsibilities

Each field supervisor is responsible for conducting a minimum of four formal observations for every clinical teaching candidate, with the first observation taking place within the first third of the placement. All formal observations must be at least 45 minutes in length and include both a pre-observation conference and a post-observation conference. Observations are designed to provide formative, actionable feedback on instructional planning, delivery, classroom management, and student engagement. In addition to formal visits, field supervisors often conduct informal check-ins and coaching sessions, which may include reviewing lesson plans, helping candidates navigate challenges, or reflecting on classroom interactions. At the end of the semester, the field supervisor’s documented observations and professional judgment contribute to certification decisions and the candidate’s overall evaluation. Their partnership with the candidate is one of the most impactful relationships in the clinical teaching experience.

Campus Administrator

Although not formally assigned as supervisors, campus administrators often play a meaningful role in shaping a candidate’s clinical teaching experience. Principals and assistant principals help candidates feel welcomed and oriented to the campus by offering an introduction to school policies, procedures, and expectations. They may also conduct informal walkthroughs, observe instruction, and provide feedback that reinforces professional growth and aligns with campus initiatives. In some cases, administrators invite clinical teachers to attend staff meetings, professional learning communities (PLCs), or campus-wide professional development sessions, allowing candidates to engage in the professional culture of the school. These interactions help candidates understand the broader systems of school leadership, accountability, and instructional decision-making. When administrators actively include candidates in school life, they foster a sense of trust and partnership that reflects the collaborative nature of education. An administrator’s engagement can positively influence a candidate’s confidence, communication skills, and readiness to join a school team as a future colleague. While participation varies by campus, the presence of an administrator often strengthens the candidate’s sense of belonging, professional identity, and understanding of leadership in action.

Program Director

The Program Director serves as the legal authority for the Weatherford College Educator Preparation Program and is responsible for the overall quality, compliance, and coordination of the clinical teaching experience. At Weatherford College, this individual must hold a doctoral degree, a valid Texas teaching certificate, and have experience teaching in both K–12 classrooms and higher education settings. The Program Director oversees all clinical teaching placements, working closely with district partners to ensure that candidates are matched with qualified cooperating teachers in appropriate certification areas. This role also involves verifying licensure credentials, approving placements, addressing candidate or campus concerns, and ensuring compliance with Texas Administrative Code, including requirements in 19 TAC Chapters 227, 228, 229, and 230. The director supports field supervisors and faculty throughout the semester, monitors documentation of candidate progress, and ensures that each candidate is supported equitably and prepared for certification. In addition to administrative oversight, the Program Director plays a hands-on role in fostering relationships with local districts and upholding the mission of preparing confident, ethical, and effective educators. The director also serves as the point of contact for all program stakeholders, ensuring consistency in communication, resolution of concerns, and alignment between institutional goals and state requirements.

WC Faculty

Faculty members in the BAAS ECET program play an essential role in bridging coursework with field-based practice. All WC faculty must hold a master’s degree in the field they teach, and the program strongly prefers faculty who also hold valid Texas teaching certification and have a minimum of three years of experience teaching in public schools. Faculty ensure that instructional content aligns with the Texas Teacher Standards, the TEKS, and the expectations of the clinical teaching placement, creating continuity between what is taught in the college classroom and what is expected in PreK–6 schools. Throughout the semester, faculty members may review candidate artifacts, facilitate discussions on instructional strategies and challenges, provide targeted academic support, and encourage thoughtful reflection on teaching practices. They also collaborate closely with field supervisors and the Program Director to monitor candidate progress, address concerns, and ensure consistency across coursework and field experience. In many cases, WC faculty serve as an additional layer of support and mentorship, particularly when candidates encounter instructional, behavioral, or ethical dilemmas during placement. Their ongoing presence reinforces the integration of research-based pedagogy, applied learning, professional reflection, and ethical responsibility—all essential elements of effective teaching.

Placements

All field-based experience placements for EDEL 4311 and EDEL 4312 are coordinated by the BAAS ECET Program Director in partnership with local school districts. Candidates do not arrange their own placements and may not switch placements without formal approval. Clinical teaching assignments are determined based on several factors, including district availability, certification area alignment, and prior fieldwork experiences. While candidate input is welcomed and considered, final placement decisions rest with the Program Director in consultation with district partners. Once a placement has been confirmed, candidates will receive information about the assigned campus, grade level, and cooperating teacher. If a candidate is contacted directly by a school or district, they should refer the inquiry back to the Program Director to maintain clear communication and uphold the integrity of our district partnerships.

Records Retention

All documentation related to clinical teaching is subject to official records retention policies required by the Texas Administrative Code (19 TAC §228.40(f)). This includes lesson plans, timesheets, reflection logs, formal and informal observation forms, midpoint and final evaluations, dispositions inventories, and any communication or documentation related to placement, supervision, or disciplinary action. These documents are essential for verifying candidate progress, ensuring certification eligibility, and maintaining program accountability. The BAAS ECET/WC Educator Preparation Program is required to retain clinical teaching records for a minimum of five years following program completion. Teacher candidates are strongly encouraged to keep personal copies of all submitted materials, including digital files, for future reference. In the event of an audit, certification appeal, or grievance, these records may be reviewed by Weatherford College or the Texas Education Agency (TEA). Failure to submit required documentation on time or falsifying records may result in growth plans, removal from placement, or dismissal from the program. Submitting accurate, complete, and timely records is a legal requirement—and a professional standard of practice.