Teacher Center · Working together

Student teachers

How student teaching works in New York, for the cooperating (host) teacher and school and for the student teacher. The state rules, a week-by-week plan, forms you can print, and what to do in 12 real-life situations.

General information, not legal advice. Three groups decide most details: New York State (the rules in section 1), the college (its student teaching handbook and its agreement with the district) and the host district (board policy and your union contract). When this page says "district policy decides" or "your college decides", ask that office. Facts were checked Nov 8, 2026 from the official sources at the bottom. Scenarios are made-up examples to teach the steps; they are not about real people.

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1. The state rules in one table

In New York, student teaching is part of a registered teacher preparation program at a college. The rules for those programs are in 8 NYCRR §52.21. The regulation does not say "cooperating teacher"; it says school-based teacher educator. The college's own person is the university-based teacher educator (often called the college supervisor).

State rules for student teaching
Topic	The rule (in our words)	Source
How long	For students who first enrolled in Fall 2023 or later: student teaching or a practicum of at least a full semester of at least 14 weeks, full-time, on the school's own daily schedule and calendar. Candidates seeking more than one certificate may do two placements of at least 7 weeks or one of at least 14 weeks.	8 NYCRR §52.21
Older rule	Students who first enrolled before Fall 2023 are under the earlier rule: at least two college-supervised student-teaching experiences of at least 20 school days each (or other combinations the regulation lists). Ask the college which rule applies.	8 NYCRR §52.21
Before student teaching	At least 100 clock hours of field experiences tied to coursework, with at least 15 of those hours focused on students with disabilities (Fall 2023 enrollees and later).	8 NYCRR §52.21
Who supervises	Student teaching is co-supervised by a university-based teacher educator and a certified school-based teacher educator.	8 NYCRR §52.21
Who can host (school-based teacher educator)	Must be certified in the candidate's certificate area or a related area, and have at least three years of full-time teaching (or the equivalent) in that area, and be designated by the school or district, or be rated effective or highly effective in the most recent annual review, or hold a National Board certificate.	8 NYCRR §52.21
edTPA	The edTPA is no longer a certification requirement as of April 27, 2022. Instead, programs build a teacher performance assessment into student teaching (or a similar clinical experience). The regulation requires this assessment from September 1, 2023.	NYSED; 8 NYCRR §52.21
Required workshops	Everyone seeking certification completes three workshops: Child Abuse Identification and Reporting, Dignity for All Students Act (DASA) and School Violence Prevention and Intervention (SAVE). Providers report completion electronically; NYSED will not accept paper certificates of completion.	NYSED workshops page
Fingerprinting	NYSED OSPRA (Sept. 25, 2024 memo): paid student teachers are treated like employees and must be fingerprinted; unpaid student teachers are treated like volunteers and are not subject to fingerprinting. The district or college may still have its own clearance steps, so ask both.	NYSED OSPRA memo
CTLE for the host teacher	A teacher who mentors a teacher candidate may, at the discretion of the school district or BOCES, credit up to 25 hours toward CTLE in each five-year registration period.	8 NYCRR §80-6.3
Student records (FERPA)	Schools may share records without consent only with school officials who have a legitimate educational interest (they need the record to do their job). Outside parties such as volunteers can count only under conditions set by FERPA and the district's annual FERPA notice. Your district decides how student teachers fit.	U.S. Dept. of Education
Apps and AI (Ed Law 2-d)	Student personal information goes only into tools the district has approved. See Rights: student data privacy.	NYSED
The goal: Initial certificate	The entry-level certificate for classroom teachers, valid for five years. NYSED's fee is $50 based on completion of a New York State-approved program ($100 for other pathways). Next step: Certification and CTLE.	NYSED Initial certificate

The college's certification officer tells each candidate which NYS certification exams their certificate area needs. Check the current list with NYSED before you register for any exam.

2. Week-by-week plan (gradual release)

Most programs hand the class over a little at a time: watch, help, teach one part, teach most of the day, then hand it back. Your college handbook sets the real plan; this drawing is an example for a 14-week placement.

Example only, made-up percentages. A 7-week placement squeezes the same steps into half the time.

Example with made-up numbers: a school year calendar has 5 school days a week. 14 weeks × 5 days = 70 school days. If the school is closed for 3 holidays in that time, the placement has 70 − 3 = 67 days in school. Because the rule is tied to the school's own calendar, the college decides whether any extra days are needed; ask it early.

3. For cooperating teachers and schools

Before you say yes

Check you qualify (the table above): certified in the area, three years of full-time teaching, and designated by the district or rated effective/highly effective or National Board certified.
Ask your principal how placements are approved. The college and the district usually have a written agreement; the district decides who hosts.
Ask about CTLE. Up to 25 hours per five-year period, only if your district or BOCES grants it. Ask how the hours are recorded (certificate of completion).
Ask about pay or a stipend. Ask whether the college or district offers one, and whether your contract says anything. Check your contract.

Example with made-up numbers (CTLE): Ms. A hosts a student teacher in fall 2026 and her district grants 15 CTLE hours. In spring 2028 she hosts again and gets 15 more. 15 + 15 = 30, but the cap is 25 per registration period, so 25 count. She still needs 100 − 25 = 75 hours from other approved activities.

Your job, in short

WelcomeIntroduce the student teacher to the class as a teacher, not a helper. Show the building, the emergency plan, the sign-in rules.
Model and think aloudSay why you do what you do: the plan, the pacing, the behavior move.
Give feedback oftenA short talk every day, a written note every week (use the feedback form). Two strengths, one next step.
Stay the teacher of recordYou keep responsibility for grades, IEP and 504 plans, safety and parent contact, even in the full-take-over weeks.
Talk to the college supervisorEarly, not only at the end. Concerns should be in writing before the midpoint.

Privacy: what to share

Share what the student teacher needs to teach: accommodations from IEPs and 504 plans for the students they teach, allergies and safety plans. Your district decides the details under FERPA and its annual notice.
No student names, photos or work samples leave the school without district permission. Lesson videos for the college need the district's consent process; ask the principal.
Only district-approved apps and AI tools, on district accounts.

Cooperating-teacher feedback form (one week)

Use initials, not student names. Print it, sign it together, and give a copy to the college supervisor if your college asks for it. What you type stays on this device only.

Week number and dates

Area	What I saw (strengths)	Next step
Planning (clear goal, matches the standard)
Teaching (explains, checks for understanding)
Every learner (IEP/504 accommodations, ELL support)
Classroom culture and routines
Professional habits (on time, prepared, private with records)

We talked about this together this week. A concern needs the college supervisor (contact them this week). One goal for next week Initials and date (cooperating teacher · student teacher)

4. For student teachers

Before day 1

Workshops: Child Abuse Identification and Reporting, DASA, and School Violence Prevention (SAVE). You need all three for certification; take them from NYSED-approved providers, who report to your TEACH account.
Clearance: if your placement is paid, NYSED says you must be fingerprinted. If it is unpaid, the state does not require it, but your college or the district may. Ask both, early.
Read two handbooks: your college's student teaching handbook and the school's staff rules (arrival time, dress, phones, sign-in, emergency drills).
Accommodations: if you have a disability and want an adjustment, contact your college's disability services office first (see scenario 11).

Every day

Arrive when teachers arrive. Sign in where staff sign in. Wear your visitor or staff badge.
Share lesson plans ahead, on the schedule your cooperating teacher sets.
Keep student information private: no names in personal email, texts, social media, or AI tools the district has not approved.
Write down what you learn. Your reflections help you on the performance assessment your program uses.

After student teaching

Finish the programYour college recommends you for certification in TEACH when you complete the program.
Exams and workshopsYour certification officer lists the exams for your area. Check that all three workshops show in TEACH.
Apply in TEACHApply for the Initial certificate (fee $50 through an approved program, per NYSED).
Plan for ProfessionalInitial is valid five years. See Certification and CTLE.

5. Twelve scenarios: what happens, who decides

Made-up situations. Each one shows what usually happens, who decides, and the steps for each person. When the answer depends on local rules, it says so.

1. The cooperating teacher is absent for one day

What usually happens: the district sends a substitute as it would for any absence. Whether the student teacher may teach the planned lessons, and whether the student teacher may ever be alone with the class, is set by district policy and the college handbook. The state rules above do not make the student teacher the teacher of record.

Who decides: the principal (district policy) and the college.

Cooperating teacher: request the substitute as usual; leave sub plans that name the student teacher's part; tell the student teacher.
Student teacher: teach only what was agreed; stay with the substitute in the room unless the school tells you otherwise; write a short note for the next day.
School: confirm a certified adult is responsible for the class.

Need ready-made plans? Sub plans.

2. The cooperating teacher is out for weeks (long-term)

What usually happens: the state requires co-supervision by a certified school-based teacher educator. So the college and principal look for another qualified teacher in the building to take over, or the college moves the student teacher to a new placement.

Who decides: the college field placement office, together with the principal.

Student teacher: tell your college supervisor the same day you learn of it.
College: confirm the new host meets the qualifications (certified, three years, designated or effective).
Everyone: agree in writing how the weeks already done will count.

3. The student teacher is not ready yet, or there is a professionalism concern

What usually happens: the cooperating teacher writes down specific facts (dates, what happened), talks with the student teacher, and calls the college supervisor. The three meet and write an improvement plan with clear goals, support and a date to check again.

Who decides: the college decides the grade and whether the placement continues; the principal decides anything about safety in the building.

Cooperating teacher: describe actions, not personality ("plans came in after the lesson started on 3 days"). Bring it up early.
Student teacher: listen, ask for examples, agree on next steps, and keep a copy of the plan.
College supervisor: leads the plan, visits more often, and decides the next step on the check date.

4. The student teacher and cooperating teacher do not get along

What usually happens: first a calm private talk about expectations (planning dates, feedback style, who talks to parents). If that does not fix it, the college supervisor meets with both. Moving to a new placement is a last step.

Who decides: the college, with the principal.

Both: write down three expectations you agree on.
Student teacher: go to your college supervisor, not to other staff or social media.
Cooperating teacher: tell the college supervisor early and in writing.

5. The student teacher is sick

What usually happens: the student teacher tells the cooperating teacher and the college supervisor before the school day, using the method in the college handbook. Because the state rule ties student teaching to the school's daily schedule and calendar, the college decides whether missed days must be made up.

Student teacher: send any lessons you were going to teach so the class can still use them.
Cooperating teacher: note the date on your log.
College: tells you if days must be added.

6. The student teacher suspects a child is being abused or neglected

What happens: act the same day. Do not investigate and do not promise the child secrecy. Write down the child's own words and what you saw.

Danger right now? Call 911 (OCFS).
Student teacher: tell your cooperating teacher and the principal (or designee) right away, and your college supervisor. Anyone may call the NYS Statewide Central Register public hotline: 1-800-342-3720 (OCFS).
Cooperating teacher (a mandated reporter): you must call the SCR yourself when you have reasonable cause to suspect; the mandated reporter line listed by NYSED is 1-800-635-1522. Tell the person in charge of the school. Send the written report (form LDSS-2221A) to local child protective services within 48 hours. Full steps: Rights: mandated reporting.

Whether a student teacher is legally a mandated reporter is not spelled out in the sources we checked. Ask your college and the district, and in the meantime act as above.

7. The student teacher sees bullying or harassment (DASA)

What happens: tell the cooperating teacher right away; school employees must tell the principal or Dignity Act Coordinator orally within one school day and in writing within two school days after that (see Rights: DASA).

Who decides: the principal and the Dignity Act Coordinator lead the response.

8. The student teacher wants to use their own app, laptop or AI tool

What happens: under NY Education Law 2-d, student personal information may go only into tools the district has approved. Clicking "I agree" on a free app still counts. So the answer is usually: use the district's tools and accounts.

Who decides: the district (its approved-app list and data privacy officer).

Student teacher: ask your cooperating teacher which tools are approved. Never type student names, grades, IEP details or photos into a personal account or AI chatbot.
Cooperating teacher: show the approved list; ask the district technology office about anything new.
College assignments: remove all names and faces from anything you take out of school.

9. The student teacher is offered a substitute job in the same district

What the state says: a substitute without a certificate who is working toward certification (at least six semester hours of college coursework a year) can work any number of days; beyond 40 days in one district or BOCES in a school year, they must teach in the area they are working toward. Districts may add their own requirements. A paid substitute is an employee, so fingerprinting applies.

Who decides: the district hires; the college decides whether you may sub during your student teaching hours (ask whether your program has a rule on this).

Student teacher: ask your college supervisor before you say yes. Do not miss student teaching days for sub days.
District HR: handles the hiring, clearance and pay.
Union: some contracts cover substitutes; check the contract.

10. A parent complains about the student teacher

What usually happens: the cooperating teacher answers the parent, because they remain responsible for the class. If needed, the principal joins. The college supervisor is told.

Who decides: the principal for anything in the school; the college for the placement.

Student teacher: do not reply on your own or from personal email or phone. Tell your cooperating teacher what happened, in writing, the same day.
Cooperating teacher: listen to the parent, collect the facts, and share only what the parent needs. Loop in the principal.
College supervisor: joins any improvement plan that comes next (scenario 3).

11. A student teacher with a disability needs accommodations

What the U.S. Department of Education says: college students do not have to tell the school about a disability, but to get an academic adjustment they must identify themselves, usually to the college's disability coordinator (often called the Section 504, ADA or Disability Services Coordinator). Colleges must provide appropriate adjustments but do not have to reduce or substantially change essential requirements.

Who decides: the college's disability office, working with the placement office and the host school.

Student teacher: contact the disability office before the placement starts; ask how it will share only what the school needs.
College: plans the adjustment with the district.
Cooperating teacher: keep it private; ask the college, not the student teacher's classmates, if you have questions.

12. The placement ends early, or the student teacher is moved

What usually happens: a placement can end because of a safety issue, an improvement plan not met, a host leaving, or a request from the district. The district can usually ask that a student teacher leave its building; the college decides what happens to the student's program (a new placement, an extra term, or another plan).

Who decides: the district for its building (board policy and its agreement with the college); the college for the program.

Everyone: put the reason and the last day in writing.
Student teacher: ask the college for the appeal steps in its handbook, and how the days done will count.
Cooperating teacher: return any keys or badges, and give the college your notes.

6. Union contract notes

A teacher contract or district policy may mention student teachers, for example who may host, whether hosting is voluntary, any stipend or college course voucher, or whether a student teacher may cover a class. If yours says nothing, the college's agreement with the district and district policy decide. Check your contract before you agree to host, and ask your building union representative. Our District contracts page links the contracts we found; this page does not repeat them.

7. Questions to ask

Hosts ask the principal or college

Am I designated as a school-based teacher educator?
Will the district grant CTLE hours for hosting? How many?
May the student teacher be alone with the class? Cover my class?
Is there a stipend, and who pays it?
What is the college's process for an improvement plan?