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Practicum Contract (P2)

Please NOTE: This form will NOT SAVE if you begin it now and return later to finish and submit. Please complete and submit the form in one session.

Once submitted, copies will be sent to the RTEC student and to the cooperating teacher. Questions? Contact Rebecca Perini at rperini@wlu.edu.
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* Required # of hours: 
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The cooperating teacher and student should meet to complete this form, determine mutually agreeable days/times, and discuss the following prior to beginning the practicum experience.  

Copies of the completed form will be sent to the cooperating teacher and student, and a copy to the RTEC professor of the practicum course.

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* AT OUR MEETING WE DISCUSSED:

All RTEC forms are available at https://rtecforms.academic.wlu.edu/ 
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STUDENT: Your signature below indicates that you also have reviewed the Interactions with Minors Guidelines.
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SECTION 2 of Practicum Contract

Practicum Experiences Guidelines:

Key K-12 teaching topics and experiences for the practicum placement

 

This list of suggested practicum experiences per practicum course aims to facilitate active involvement by the practicum student and by the cooperating teacher in learning and mentoring during the placement. These are possible or encouraged experiences; not required. Students still must meet the requirements in their University practicum course, which is the student’s and university professor’s responsibility.

A pdf version of this document for download is available here https://rtecforms.academic.wlu.edu/files/2025/05/Practicum-Experiences-Guidelines-w-P2-May2025.pdf 

University course number and name 

Suggested practicum experiences 

200/201 

Foundations of Education/Practicum

  • Relationships with students; social/emotional learning
  • Classroom management
  • Grade appropriate transitions, cues 
  • Routine classroom procedures
  • Professionalism and communication with colleagues
  • Scaffolding and Differentiation-in planning and teaching

302/303 

Teaching the Exceptional Learner/ Practicum

  • Relationships with students; social/emotional learning
  • Classroom management
  • Communication with families
  • Professionalism and communication with colleagues
  • Differentiation and scaffolding-in planning and teaching

305/306 

Teaching Elem. Reading/Practicum

  • Data-driven instruction– planning based on student performance/assessment
  • How learning objectives are introduces and communicated to students for reading lessons
  • Components of and how-to: Structured literacy block, including phonics, fluency, comprehension, writing
  • Differentiated reading activities for students at varying levels
  • Managing transitions and routines during the literacy block to maintain a positive classroom environment

340/341 

Elem Language Arts & Social Studies Methods/Practicum

  • Lesson Planning and Teaching:
    • lesson introduction, lesson closure
    • clear, specific objectives
    • clear specific assessment that aligns with objectives and with what was taught
  • How six language arts are included: reading, writing, speaking, listening, viewing, and visually representing
  • Writer’s workshop: conferencing with students; facilitate student writing conferences and peer sharing of writing
  • How teachers organize and manage literacy block
  • Social Studies lessons integrating reading and writing, or interdisciplinary lessons from a thematic unit
  • Differentiate instruction, grouping students flexibly, accommodating diverse learners including ELLs and students with IEPs
  • Classroom management strategies and a positive learning environment
  • Explore how the classroom fosters a community of learners and encourages student voices

343/344 

Elem Math & Science Methods/ Practicum

  • Classroom management
  • Student Engagement-activities to increase student motivation
  • Professionalism and communication with colleagues & families
  • Scaffolding and Differentiation-in planning and teaching
  • Lesson Planning and Teaching:
    • lesson introduction, detailed procedure section, & lesson closure,
    • clear, specific objectives,
    • clear specific assessment that aligns with objectives and with what was taught
  • Instructional Technology
  • Forms of assessment: formative, summative, authentic
  • Math & Science instruction & teaching techniques- observe how the teacher introduces a lesson plan, scaffolds the lesson, makes accommodations for diverse learners, and designs assessment tools

353/354 

Content Area Reading & Writing/ Practicum


  • Classroom management strategies
  • Communication with families
  • Data-driven instruction- planning based on student performance/ assessment
  • Scaffolding and Differentiation-in planning and teaching.
  • Lesson Planning and Teaching:
    • lesson introduction, lesson closure
    • clear, specific objectives
    • clear specific assessment that aligns with objectives and with what was taught
  • Instructional Technology

356/357 

Secondary Teaching Methods/ Practicum

  • Classroom management
  • Student Engagement; ways to include student voices
  • Professionalism and communication with colleagues
  • Scaffolding and Differentiation-in planning and teaching.
  • Lesson Planning and Teaching:
    • lesson introduction, lesson closure
    • clear, specific objectives
    • clear specific assessment that aligns with objectives and with what was taught
  • Instructional technology

365/366 

Teaching World Languages/Practicum

  • Relationships with students; social/emotional learning
  • Classroom management
  • Student Engagement; ways to include student voices
  • Making motivation in the language classroom a priority
  • Ways of assessing student progress in the four skill areas
  • Showing practicum students that they can learn even if only allowed to observe
  • How to avoid the teacher-centered classroom
  • Tried and proven methods and activities that help the language student to grow intellectually
  • Understanding and dealing with expectations and limitations
  • Lesson Planning and Teaching:
    • lesson introduction, lesson closure
    • clear, specific objectives
    • clear specific assessment that aligns with objectives and with what was taught
    • scaffolding and differentiation

330/331 

Elementary & General Music Methods/Practicum

  • Classroom management
  • Communication with families
  • Differentiation of planning and instruction
  • Lesson planning and teaching to include short and long term planning, curriculum building, and assessment

335/337 

Secondary Vocal Music Methods/ Practicum

  • Relationships with students; social/emotional learning
  • Classroom management
  • Student Engagement; ways to include more student voices
  • Scaffolding and Differentiation-in planning and teaching.
  • Connection and communication with other teachers in the building
  • Lesson Planning and Teaching:
    • Class/rehearsal organization
    • Short-term vs. long-term planning
    • Grading systems for performance-based classrooms
    • Age-appropriate vocal pedagogical concerns/methods

336/337 

Secondary Instrumental Music Methods/Practicum

  • Relationships with students; social/emotional learning
  • Classroom management
  • Student Engagement; ways to include more student voices
  • Scaffolding and Differentiation-in planning and teaching.
  • Lesson Planning and Teaching teaching to include short and long term planning, curriculum building, and assessment