The faculty and staff of the Department of Education and Human Development are most appreciative of the time and effort of school-based teacher educators to help Brockport teacher candidates learn their profession. Teacher candidates are both excited and nervous about the prospect of teaching in a classroom and show individual differences in their growth and development during field experiences and student teaching. The following serves to explain general responsibilities, policies, and tips that may help the school-based teacher educator during the field experience phases.

A Successful School-based Teacher Educator…

  • Displays a disposition toward teacher education as an aspect of professional responsibility.
  • Shares and eventually delegates classroom responsibilities.
  • Communicates effectively and is able to articulate a rationale for all classroom practices.
  • Demonstrates knowledge of the curriculum in the current assignment.
  • Uses a variety of instructional, assessment, and classroom management strategies to meet the needs of diverse learners.
  • Is proficient at short-term and long-range planning.
  • Demonstrates a high degree of professionalism (e.g., regular attendance, involvement beyond the classroom, collaboration with all elements of the school community).
  • Is a reflective, patient, and flexible practitioner.
  • Encourages the development of the teacher candidate’s own personal style, is open to new ideas, and is willing to take risks.
  • Is comfortable working with adults.
  • Shows a willingness to devote time to appropriate guidance and feedback throughout the placement.

When Working with a Teacher Candidate…

  1. Take nothing for granted as your teacher candidate is relatively new to the teaching profession. Help the teacher candidate acquire and demonstrate competencies essential for becoming a certified teacher.
  2. Avoid assuming that a teacher candidate is like other candidates you have mentored.
  3. If possible, familiarize your teacher candidate with the building, office, safety procedures, and introduce them to other staff members. Share information such as a daily schedule, class lists, map of the school, list of faculty and staff, building procedures, basic classroom rules, student handbook, classroom technology, etc.
  4. Prepare your students for the teacher candidate’s arrival. Introduce them as another teacher who will be working with you.
  5. Provide workspace for your teacher candidate.
  6. Consider providing your home or cell phone number and email in case of illness or emergency.
  7. Establish a communication line that permits mutual questioning. Build confidence by staying positive and offering constructive and specific feedback.
  8. Based upon your judgment of the teacher candidate’s capability, gradually increase the responsibilities assumed. The needs of your students and their capacity to accept this role from the teacher candidate will understandably have an impact on the rate at which this transition can occur.
  9. Assist your teacher candidate initially with administrative tasks, grading, homework assessments, etc.
  10. Avoid asking your teacher candidate to teach without preparing for a lesson unless it is necessary.
  11. Provide opportunities for your teacher candidate to observe other teachers or their students in other classrooms.
  12. Please provide the college supervisor with periodic feedback related to the teacher candidate’s progress and achievement.
  13. Please review the course requirements and expectations for the field experience provided to you at the beginning of the semester by the college supervisor.
  14. Sign the candidate’s time log each time they are at the placement site. Candidates need to complete 50 hours over the course of the semester.
  15. Complete the field experience assessment and review it with your teacher candidate.


School-based teacher educators are eligible to receive either a $400 cash stipend or two $250 tuition waivers for a full 15-week student teaching placement. School-based Teacher Educators hosting a candidate for a half-semester placement will receive a $200 stipend or a $250 tuition waiver. A Supervising/Critic Teacher Stipend/Waiver Election Form will be provided and should be completed and returned to the Field Experience Office.

  • The New York State Financial System uses a Vendor Identification Number in place of a social security number. School-based teacher educators will be required to fill out a NYS Substitute W9 form one time, which will result in an assigned Vendor ID Number.
  • The Internal Revenue Service considers tuition waivers as compensation for services performed in the year that the waiver is issued. An IRS Form 1099-MISC (Miscellaneous Income) must be filed for any individual receiving waivers/stipends that exceed $600.

Other Benefits

School-based teacher educators also are offered the following benefits from the University:

  • Free library privileges. The community membership fee is waived. To obtain a courtesy card, contact Drake Memorial Library at (585) 395-2277.
  • Faculty rates for individual recreation passes, which includes reduced rates on racquetball courts, the gymnasium, fitness center, pool, and basketball courts. Membership applications can be obtained by calling (585) 395-2681.
  • Season passes to all regular home athletic events free of charge. Passes can be obtained by calling (585) 395-2681.