What to Do When Concerns Arise

If a student has a concern with a faculty member in regard to a course or advising, the student must first discuss the concern with the faculty member. If a resolution cannot be made, the coordinator of the program will meet with both the student and the faculty member to try to come to a working resolution. If after meeting with the coordinator of the program there are unresolved concerns then the chair of the department will be included in the discussions. If this point is reached then it will be considered a departmental issue and will be followed through according to the faculty member's department.

If a student has a concern with a cooperating teacher she/he must first discuss the concern with the cooperating teacher. If the concern remains unresolved, then the supervisor of the student should be contacted and the supervisor can determine if the coordinator of the program should also be involved. Depending on the situation, the Director of the Office of Field Experiences may also be contacted.

If a cooperating teacher has concerns about a student teacher the concerns should first be brought to the attention of the student teacher. The supervisor should be contacted if the cooperating teacher and student teacher cannot resolve the situation.

If a cooperating teacher has a concern about a university supervisor, that concern should be brought to the attention of the supervisor. The program coordinator should be contacted only if resolution cannot be made between the cooperating teacher and university supervisor.

If a student wishes to appeal a grade the UW-Whitewater grade appeal process must be followed.

If a faculty member has evidence that a student has plagiarized information or in any other way acted in a way that is deemed worthy of disciplinary action according to the University of Wisconsin the faculty member will follow the disciplinary process as detailed in the student handbook.

When there is a student who the faculty member believes is at risk for not being successful in this program, a meeting is held to voice the concerns and make decisions about what is in the best interest of the student and the program. The Curriculum & Instruction Professional Education Review Committee (PERC) process will be used to identify specific indicators of concern and possible interventions. The intent of this process is to help students before failing out of the program either by developing a plan for success within the program or a plan for success out of the program. The PERC document is available from the program coordinator. The student is made aware of the meeting and is invited as well as the faculty and possibly cooperating teachers. The intent of this process is to help students before failing out of the program either by developing a plan for success within the program or a plan for success out of the program.

If a student needs to withdraw from directed teaching, there are three levels of withdrawal:

  1. Withdrawal without prejudice
  2. Probationary withdrawal
  3. Terminal withdrawal

For the complete policies, please see Appendix E of the Student Teaching Handbook.