Policy on Intervention and/or Removal during Level I and Level II Student Teaching

The purpose of the Student Teaching Intervention Plan is to formalize support for a Student Teacher that is focused on areas of practice needing improvement. Prior to developing a plan, the Supervisor and Cooperating Teacher should informally mentor and support the efforts of the Student Teacher.  Issues of concern should be identified as early in the experience as possible so that a plan of action can be created.  The Office of Student Teaching/Clinical Experience must be informed and consulted when an Intervention Plan is initiated. The format for the development plan can be found in the Appendices of the Handbook or on the COE website using the student Teaching/Clinical Experiences Link. It includes an overview of the current status of the Student Teacher’s progress, strengths, specific concerns, plan of action, support needed, and date to reconvene the team to review the progress. The Intervention Plan document must be fully completed, signed by the University Supervisor, Cooperating Teacher and The Student Teacher; the Office of Student Teaching/Clinical Experience must receive a copy of the plan.

Level I Student Teaching

Issues of concern should be identified as early in the experience as possible so that a plan of action can be created; however, a plan can be created at any time in the Level I Student Teaching Experience.  The Office of Student Teaching/Clinical Experience must be informed and consulted when an Intervention Plan is initiated. The team, in a planned meeting, will share the plan with the Student Teacher. The plan will specify an Intervention Plan of action with a timeline for its completion and recommended support for the Teacher Candidate. The Intervention Plan document must be fully completed, signed by the University Supervisor, Cooperating Teacher and The Student Teacher; the Office of Student Teaching/Clinical Experience must receive a copy of the plan.

A follow-up meeting is held to determine if necessary skills and professional attitudes are improving at an appropriate pace. If the Student Teacher makes the needed improvements and adjustments to fulfill the plan; the team meets to formally document the progress on the Intervention Form and signify their agreement by signing the appropriate documents.

If, at that point, the skills and professional attitudes are not present, the team may recommend an incomplete grade for the Student Teacher followed by a meeting with the Internship Intensive Assistance Review Board (IIARB) to determine if the student’s repetition of internship is merited. The IIARB membership will consist of the COE Associate Dean, University Supervisor and Final Internship Coordinator(s).

Upon being recommended for Student Teaching repetition in the following fall or spring semester, another Intervention plan will be developed by the Level I Student Teaching Coordinator in cooperation with University Supervisor and/or Cooperating Teacher.

Level II Student Teaching

At the four-week checkpoint, the University Supervisor, in collaboration with the Classroom Teacher will assess for the Level II Student Teacher’s demonstration of sufficient mastery of skills and professional attitudes necessary for taking full classroom responsibility. A satisfactory performance is mandatory in all areas of evaluation. A rating of “needs improvement” in any area requires that a Student Teaching Intervention Plan be generated by the team consisting of the Coordinator Level II Student Teaching program, University Supervisor, and Cooperating Teacher. The team, in a planned meeting, will share the plan with the Student Teacher. The plan will specify an Intervention Plan of action with a timeline for its completion and recommended support for the Teacher Candidate.

A follow-up meeting is held within two weeks to determine if necessary skills and professional attitudes are in place for the intern to take full classroom responsibility.

If sufficient mastery of skills and professional attitudes necessary for full takeover are evident, student may continue in the current placement, extending the time in full takeover to meet internship requirements.

If, at that point, the skills and professional attitudes are not present, the team may recommend an incomplete grade for the Student Teacher followed by a meeting with the Internship Intensive Assistance Review Board (IIARB) to determine if the student’s repetition of internship is merited. The IIARB membership will consist of the COE Associate Dean, University Supervisor and Final Internship Coordinator(s).

Upon being recommended for Student Teaching repetition in the following fall or spring semester, another Intervention plan will be developed by the Level II Student Teaching Coordinator in cooperation with University Supervisors and/or Cooperating Teachers.

Intervention Guidelines Level I and Level II

  • If a new placement occurs it will be in a different school with a different University Supervisor.
  • The Intervention Plan is developed on a case-by-case assessment and will be tailored to the needs of each Student Teacher.
  • Student Teachers must adhere to the plan.
  • If the Intervention Plan is completed satisfactorily during the repeated internship, the Student Teacher will receive a grade of Satisfactory for the course.
  • If the Intervention Plan is not completed satisfactorily and within the specified time schedule, the Student Teacher is dismissed from the internship and removed permanently from the teacher education program.
  • If a student wishes to appeal the decision of the Internship Intensive Assistance Review Board, he/she may submit a request through regularly established channels for grade appeals at Florida Gulf Coast University.

Removal of a Student Teacher

The removal of a Student Teacher from his/her school placement will only be done for compelling reasons.  The Office of Student Teaching/Clinical Experience recognizes that there may be circumstances beyond the teacher candidate’s practice which may warrant removal and will consider requests to remove a Teacher Candidate when any of the following situations occur:

  • Unethical behavior has been exhibited by either the Student Teacher or the Cooperating Teacher ( i.e. sexual harassment, use of alcohol or drugs).
  • Any evidence of a lack of sensitivity to multicultural situations on the part of the Student Teacher.
  • Excessive absenteeism, tardiness, and or failure to comply with established school polices on the part of the teacher candidate.
  • Two visits by the University Supervisor has produced no written lesson plans. The first visit in which there are no written lesson plans is a warning, the second time lesson plans are not available will result in removal and termination of student teaching for the remainder of the semester. The teacher candidate must have written plans to show evidence of preparation for teaching.
  • The appropriate school authority or the school administrator, requests that the Student Teacher be removed.

All requests for the removal of a teacher candidate should be made through Florida Gulf Coast University’s Office of Student Teaching/Internship. Written documentation must accompany any request for removal.

Receiving a Grade of Unsatisfactory

A Student Teacher whose performance is such that he/she cannot fulfill the duties normally expected of teachers will receive a grade of “unsatisfactory.” The grade will be supported by written documentation from the University Supervisor and the Cooperating Teacher, documentation must include evaluation and assessment documents which indicate areas of concern or inability to fulfill the duties normally expected of teachers. Written documentation may include observational notes, letters of complaint, or legal documents.