Text 4.C What to do if your candidate does not meet expectations

Most teacher candidates experience incredible growth and expansion of their skills during clinical experiences, particularly student teaching. However, teacher candidates are human and occasionally a candidate will not meet your expectations or those of the program. Generally, it is a good idea to communicate with the candidate clearly and concretely, but kindly. It does not help the candidate to grow to simply ignore the problem. We recommend the following as ideas for handling candidates who are struggling.

Discuss the issue or expectation one on one. Make sure to share the rationale or the "why" of what is required.
For items that relate to school culture and expectations (e.g., dress, timeliness), be specific. Instead of “Please dress more appropriately,” you might say “Please wear pants that are not jeans to school.” If a candidate is late, tell them exactly what time they must arrive and why. If your school has consequences for teacher tardiness, discuss that with the candidate to help them understand that these requirements are for all teachers and they (teacher candidates) are expected to act like a teacher.
Focus on observable behaviors and share specific examples of what is problematic. Provide ideas about strategies to try.
Set goals for the candidate that are concrete and achievable
Make sure to discuss the issues with the university supervisor and let them know that you are having these conversations with the candidate. The supervisor can then also coach the candidate in the areas of concern.
Let the supervisor know if growth is not evident and ask for their assistance. You’re not in this alone!
DOCUMENT YOUR CONCERNS. Though it is rare, unfortunately there are teacher candidates who do not successfully complete student teaching or other field experiences. In order to justify removal from the classroom, a particular grade in a field experience, or the decision to not recommend for licensure or advancement in the program, we need to have evidence that these decisions are merited. Consider the following:

- - Keep a log of the issues.
  - Take notes about the conversations you have and goals you set, and the resulting growth or lack of growth.
  - Complete a university “Communication of Concern” form which notes the concerns and documents a learning plan for the candidate.
  - If there are problems with the candidate’s instruction, complete a formal lesson observation with written feedback and share it with the candidate and the supervisor.
  - The university supervisor is also expected to assist with documenting performance concerns.

As the teacher of record, your ultimate responsibility is to your P-12 students. UMN Morris teacher education and university supervisors support this and are your partners in ensuring that the teacher candidate first “does no harm” and is able to positively impact student learning.

Complete Part IV of the Google form, "Observing and Evaluating the Candidate," here