Cooperating Reading Teacher

"It is noble to teach oneself; it is still nobler to teach others." - Mark Twain
In this Section

Welcome to the UW-Stout online information portal for school-based professionals who are, or have an interest in, supervising reading teacher practicum students from Stout or another institution of higher education. It is only through the service and contribution of professionals like you that our students receive the mentoring and real-world experiences so critical to becoming high quality and productive professionals in the field of reading!

Our hope is that this website will serve as a valuable resource to our school-based partners, offering updates on School of Education practicum supervision criteria, policies and procedures. Administrators who wish to serve as site-based supervisors are encouraged to complete our Reading Teacher Supervision Orientation Modules, required by the Wisconsin Department of Public Instruction.  

We hope you will find this site useful and encourage you to search here for additional resources and information related to supervision that may be of interest to you.

Module 1: Overview and Purpose

Reading Teacher Practicum Overview

Expectations of Students:

  • Microsoft Word is to be used for submissions. If you do not have Office 365, it is provided free to each student, and the tutorial is available online at:
  • Download the free Acrobat Reader for reading pdf files (if you don’t already have this program on your computer) at
  • Name each file that is submitted in the Dropbox using this format:  Last Name.First Initial.Module #.Assignment # 
            For example: Harms.P.Module1.Assignment 2
  • Use the university email for all correspondence related to the Reading Practicum course work.
  • This course is designed to be highly interactive and to include dialogue between student and instructor and between students. Type all discussion postings in the Compose section on the Discussion Board. Do not attach files to discussion postings because it slows the process of reading and responding for others in the class. Always reply to each response you personally receive from a classmate. Review the discussion rubric.
  • Written responses should be free of grammatical, spelling, capitalization or punctuation errors and be written professionally.
  • Use APA formatting for citing professional materials.
    UW-Stout Library Services:

Expectations of University Instructor:

  • Will respond to emails within 24 hours. 
  • Will not reply to every posting in the Discussion Board. Will read all of the postings in the Discussion Board. Questions raised in the discussions may be answered individually or in a posting to the whole group through the course News on the home page.
  • Will evaluate student progress multiple times during the semester.
  • Will conference with the student and site supervisor at least two times during the semester.
  • Will provide support so all students can be successful. For questions that need immediate answers, please email your instructor.

Expectations of Site Supervisor (Local School Administrator):

  • Has an administrator license, at least three years of experience, at least one year of experience at the current place of employment, and completed training in supervision.
  • Will evaluate student progress at least two times during the semester, including a midterm and final evaluation.
  • Will conference with the student and university instructor at least two times during the semester.
Module 2: Wisconsin Standards

The ten teacher standards for teacher development and licensure

1.Pupil Development.
The teacher understands how pupils grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. The teacher designs and implements developmentally appropriate and challenging learning experiences for pupils.

2.Learning Differences.
The teacher uses his or her understanding of individual pupil differences and diverse cultures and communities to ensure inclusive learning environments that enable each pupil to meet high standards.

3.Learning Environments.
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

4.Content Knowledge.
The teacher understands the central concepts, tools of inquiry, and structures of each discipline he or she teaches. The teacher creates learning experiences that make the discipline accessible and meaningful for pupils to assure mastery of the content.

5.Application of Content.
The teacher understands how to connect concepts and use differing perspectives to engage pupils in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

The teacher understands and uses multiple methods of assessment to engage pupils in their own growth, to monitor pupil progress, and to guide the teacher’s and pupil’s decision making.

7.Planning for Instruction.
The teacher plans instruction that supports every pupil in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, pedagogy, pupils, and pupils’ communities.

8.Instructional Strategies.
The teacher understands and uses a variety of instructional strategies to encourage pupils to develop a deep understanding of content areas and their connections, and to develop skills to apply knowledge in a meaningful way.

9.Professional Learning and Ethical Practice.
The teacher engages in ongoing professional learning. The teacher uses evidence to continuously evaluate the teacher’s practice, including the effects of the teacher’s choices and actions on pupils, their families, other educators, and the community. The teacher adapts the teacher’s practice to meet the needs of each pupil.

10.Leadership and Collaboration.
The teacher seeks appropriate leadership roles and opportunity in order to take responsibility for pupil learning, to collaborate with pupils, their families, educators, and the community, and to advance the profession.

Module 4: University Policies


Practicum students/interns are expected to honor the schedule set in coordination their field-based supervisor and to adhere to that schedule consistently. Much like in the typical professional field, personal illness or emergency are generally accepted exceptions. Occasionally, students will have an opportunity to participate in a professionally relevant event, such as a conference, or job interview. All such events should be requested in advance with the field-based supervisor for approval, with a plan for making up the time developed if necessary.

Supervisors are encouraged to discuss the expected attendance policy with the practicum student/intern at the outset of the experience, and to develop a plan for notification of absences and planning make-up time, etc.

Termination or Removal of a Practicum Student/Intern

The University of Wisconsin-Stout recognizes the right of the cooperating school district and the university to terminate a student's professional placement without notice, if necessary. A practicum student/intern may be immediately removed when the continued participation in the experience is determined by the school district or university supervisor(s) to adversely affect the pupils served, the university student, the participating school or agency, or the University. If the practicum student/intern is not meeting the minimum requirements of the experience but not requiring immediate removal as determined by the field-based supervisor(s) and the university supervisor, the practicum student/intern may be consulted prior to a decision regarding termination. Whenever possible, the practicum student/intern will be provided an opportunity to remediate deficiencies prior to a termination decision. If possible, the School of Education's Coordinating Chair is to be consulted prior to a termination. In the event that removal of a practicum student/intern is deemed warranted by the field placement, the following procedures are recommended:

  • Consultation concerning the removal of a practicum student/intern takes place between the coordinating teacher and/or school principal and the field-based supervisor. The university supervisor is notified of their decision.
  • The university supervisor notifies the practicum student/intern of the impending removal from student teaching/internship and the reason.
  • The university supervisor notifies the School of Education's Coordinating Chair. The School of Education's Coordinating Chair provides written notification to the student and to the Coordinator of Field Experiences.
  • A practicum student/intern who is terminated for cause receives a failing grade.
  • The removal of a practicum student, when initiated by the university placement, includes the following procedures.
  • Consultation concerning the removal of a practicum student/intern takes place between the university supervisor, the coordinator of field-based experiences, and the field-based supervisor