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M.A.T. Candidate Handbook Cohort 2024: JWU Culinary Student Teaching

JWU Culinary Student Teaching


Student teaching is a collaborative experience among candidates, Clinical Educators, and University Supervisors and is the culmination of the Teacher Education Program at Johnson & Wales University.  Upon successful completion of student teaching, candidates are prepared to work with students who have a wide variety of needs.

Practicum II

Having completed all previous course requirements for fieldwork experiences (Practicum I), and to ensure that students can maximize time in student teaching, candidates move on to Practicum II. A detailed outline can be found in the ‘Prior to Student Teaching’ tab.

Student Teaching

Following Practicum II, directed student teaching provides the following practical experiences:

  • the opportunity to plan, present, and evaluate lessons and curriculum units that are responsive to individual and group needs in culinary classrooms and labs based at Johnson & Wales;

  • the application of teaching theories in a supervised class or lab environment;

  • the opportunity to enhance student learning and personal growth through social/emotional curriculum and technology;

  • take -over of and/or participation in all aspects of the teacher/chef’s assigned responsibilities;

  • a better understanding of a university environment.


Criteria for Choosing Student Teaching Placements at JWU
Factors, which are considered in determining JWU placement, include the following:
  • Student request of particular chef(s)/clinical educator(s) in their specialty area (Culinary Arts, Baking and Pastry, Sommelier, Nutrition, Sustainability, etc.)
  • Student indication of a.m. or p.m. preference
For candidates who have met all course and program requirements by the end of the summer semester, the M.A.T. staff members make formal requests to CFIT (College of Food Innovation &Technology) administration. Candidates complete their Fall Practicum II hours with the same chef(s)/Clinical Educator(s) as the student teaching placement in Spring II.

Practicum Transition Requirements for JWU Culinary Student Teaching

In order to guide your work at the JWU this fall and ensure that you will be ready to transition to full time student teaching in late January, the following requirements must be met: Readiness for Student Teaching Transition Point, Course-based Field Experience and Becoming a Member of the School Community. Additionally, a suggested schedule for practicum work with the clinical educators will be provided at the Practicum Orientation.


You should develop a calendar that will guide your work including the below:

  • Attend Differentiation Plan, Pre-student Teaching Video, and Cultural Competency Orientation (week of September 11, 2023).
  • Identify student(s) for your Differentiation Plan (Appendix G) according to the dates assigned:

• Elementary by November 22, 2023
• Culinary Higher Ed during January 2024

  • Plan and record a video of a brief lesson that will be submitted as evidence for student teaching. (Pre-Student Teaching Video - Appendix N)
  • Note: Culinary Higher Ed does not complete a Cultural Competency Plan
  • Collect ongoing evidence required for the Technology Assessment presentation which will take place on November 7, 2023.(Technology Assessment – Appendix Q)


  • Over the course of the fall semester and prior to student teaching, you have a total of 24 hours per class of content related field experience that will take place at your student teaching site.
  • The purpose of this work is for you to observe, participate or teach in areas connected to your class-based learning. In addition to completing this work in your assigned Practicum II placement, you should reach out to other chefs to allow for a variety of observation opportunities.
  • For each of your two classes, you will complete a log that details the hours and activities. (Practicum II Field Experience Log - Appendix J)


    • Gaining an understanding of university procedures
    • Becoming familiar with colleagues and staff members
    • Initiating discussions with your clinical educator early in the Practicum about what/how you can contribute
    • Observing and discussing with your clinical educator various procedures, norms and expectations
    • Planning with your clinical educator so you are able to teach individual students, small groups, and the whole class throughout the Practicum
    • Gaining a thorough knowledge of the curricula used in the classroom/labs
    • Discussing with clinical educator any students who has accommodations in the classrooms/labs
    • Becoming familiar with differentiation used within the classroom
    • Using information about the diverse backgrounds and social/emotional needs of your students when relevant
    • Gaining an understanding of how support services are delivered (e.g. multiple language learners, accommodation plans, etc.)
All of the following requirements must have been fulfilled prior to Student Teaching in Spring II 
  • Candidates have achieved a GPA of 3.0 or higher with no GP.
  • Candidates have uploaded all required course-based key assessment assignments to Taskstream/Watermark
  • Candidates have completed all practicum responsibilities and uploaded their logs.
  • Candidates have successfully demonstrated readiness for student teaching through the completion/presentation of the Technology Assessment, appropriate sections of the Differentiation Plan, and the Readiness for Student Teaching Video as outlined above.
  • Candidates have a Rhode Island BCI check (must be current prior to Practicum II).
  • Candidates have a current ServSafe certificate.
  • Shortly before Practicum II begins, and again at the start of the student teaching term, all candidates are required to attend Orientation Workshops.

Student Teaching

Upon the completion of Practicum II, candidates move into their first student teaching placement, having already established a familiar presence in the culinary classrooms with their students and Clinical Educator(s) as well as the University community. As with Practicum II, the suggested timeline below will allow for some flexibility depending on the candidate’s readiness to become the teacher/co-teacher.

Time frame
Weeks 1 & 2
Add responsibilities
as indicated
  • Develop schedule for co-teaching or teaching at least one lesson per class or lab/per week

  • Access curriculum and student data via uLearn with chef(s)/Clinical Educator(s) permission after requesting access as a Teaching Assistant with M.A.T. Staff

  • Confer about students and debrief daily with Clinical Educator(s)

  • Plan to continue to attend/participate in events/duties/meetings with Clinical Educator(s)

  • Begin routine of adding evidence to portfolio each week throughout placement

  • Choose students for Differentiation Plan (may choose one student per lab cycle)

Weeks 3 & 4
Add responsibilities
as indicated
  • Develop schedule for increasing planning and co-teaching load as appropriate

  • Meet with Clinical Educator(s) and University Supervisor to review performance and establish future goals

  • Continue to progress with students chosen for the Differentiation Plan

  • Continue to collect evidence for the portfolio

Week 5
Add responsibilities
as indicated
  • Increase co-teaching classroom responsibility as appropriate

  • Continue to use student assessment to inform instruction

Weeks 6 - 11 
  • Assume 100% of teacher responsibilities (co-teaching as appropriate)

  • Teach and record a video lesson

  • Continue to collect evidence for the portfolio

Week 12
  • Refer to due dates for Differentiation Plan final reflection

At completion of placement
  • Write and submit a final placement reflection to advisor and complete all necessary tasks for portfolio

Ongoing Responsibilities of Student Teacher

  • Arrive at and depart from JWU work each day as directed by Clinical Educator(s), well before and after the students. Arrival and departure times are based on the need for daily preparation and conference time with the Clinical Educator(s), NOT by outside commitments or personal convenience.  JWU student teachers are to follow the chef(s)/Clinical Educator(s) FULL schedule.

  • Understand that absences and tardiness, except in cases of personal illness/emergencies, are not permitted.  Any absences -- including unanticipated university cancelations -- during student teaching must be made up.  In the event of any absence or lateness, the student teacher should inform the Clinical Educator(s), University Supervisor, and Advisor, as early as possible and must provide lesson plans for that day to the Clinical Educator(s) in order to minimize any disruption to the classroom. 

  • Understand that student teaching is the top priority and outside employment should not be an excuse for missing student teaching and its attendant responsibilities, including before/after-school meetings and duties.   

  • Take the initiative to become involved in the Clinical Educators' University activities.

  • Adhere to JWU policies in regard to use of social media.

  • Continue to regularly check JWU email in order to effectively communicate with University Supervisors and Advisors. 

General Requirements for Student Teacher

Each student teaching placement provides a unique set of opportunities and challenges for learning, as determined by students’ individual differences in each classroom.

  • Candidates must meet all policies and requirements stated in this Student Teaching Handbook.

  • Candidates should demonstrate positive dispositions* for teaching, such as:

Personal qualities:

  • A positive attitude about teaching

  • Sensitivity to the needs of others

  • Good judgment and common sense

  • Regular attendance and punctuality

  • Dress that is appropriate to the setting

  • Grammatically correct and appropriate speech

  • Flexibility and a sense of humor

Professional expectations:

  • Ability to manage a classroom and maintain a safe environment

  • Ability to plan and organize lessons

  • Proficiency in writing clearly, legibly, and with accuracy in spelling and punctuation

  • Rapport with the students, faculty, and staff

  • Socio-cultural awareness

  • Ability to willingly accept and utilize constructive criticism

 *(See Disposition Rubric Guide link at bottom of page)

  • Candidates should be aware of the following:

    • Daily schedule for arrival time, classes, special activities

    • Emergency procedures:

      • Kitchen safety

      • JWU policies to follow in case of medical and physical emergencies and how they should be handled (e.g., seizure, cardiac problems, choking, fainting, allergic reaction . . .)

      • Fire drill and other emergency exits

      • Lock-down procedures

      • University Health regulations

      • Mandatory Reporting Policy

  • Candidates must develop their portfolios while student teaching. (Appendix E.- JWU Culinary Portfolio Outline)

  • Candidates must develop and maintain Lesson Plans. Lesson plans should be written for all lessons taught by the student teacher. Lesson plan format should be compatible with the individual learning and behavioral needs of the class and should be acceptable to both the Clinical Educator and University Supervisor. (Appendix H.- Lesson Plan Template)

  • All Candidates will complete a Differentiation Plan. (Appendix G.)

  • Candidates must meet the standard for developing and teaching a video lesson as well as obtain media release for the video following JWU media release policies. (Appendix K.- Student Teaching Video Lesson, Appendix K. (a) – Student Teaching Video Lesson Rubric)

  • Candidates must complete the Professional Development Self-Study Worksheet RIPTS (Appendix L.) at the start of student teaching. This worksheet then becomes the starting point for the final Reflection on Student Teaching and Future Professional Goals (Appendix M.), to be written upon completion of the student teaching placement. One copy is emailed to the candidate’s advisor and one copy added to the portfolio for discussion at the Program Final Assessment.

  • At a minimum, two mandatory seminars may be scheduled during student teaching. Dates/times TBA.


Clinical Educators and University Supervisors will confidentially evaluate student teachers three times during the 60-day placement with one final evaluation at the end of the placement. Student Teaching evaluations are loosely based on the Danielson Group Framework for Teaching (Appendix C). These evaluations will be released to the students by the evaluator on Taskstream. (Appendix O.1- JWU Clinical Educator Assessment #1 of Student Teacher; Appendix O.2- JWU Culinary University Supervisor Assessment #3 of Student Teacher)

Student teachers evaluate the Clinical Educators and the University Supervisor at the end of each placement. (Appendix P.1.- Student Teacher's Assessment of Clinical Educator Form; Appendix P.2. – Student Teacher’s Assessment of University Supervisor Form)

NOTE: These confidential evaluations are submitted to Taskstream/Watermark, accessible only to program administration. 

Summary of Requirements for Successful Completion of Student Teaching

  • Attendance at Seminars

  • Successful completion of Differentiation Plan (Appendix G)

  • Successful completion of Professional Development Self-Study Worksheet, and Reflection on Student Teaching and Future Professional Goals (Appendix L and  Appendix M)

  • Standard attained on student teaching video (Appendix K and K (a))

  • Attained passing grade of “On Target” on Clinical Educator and University Supervisor’s Final Assessments of Student Teaching

  • Attained passing grade of "S" in Student Teaching placement

Summary of Requirements for Successful Completion of M.A.T. Program

  • Complete ALL program requirements including, but not limited to:

    • Successful completion of all courses with minimum final GPA of 3.0

    • Successful completion of Student Teaching

    • Successful completion and presentation of Student Teaching Portfolio at Program Final Assessment (Appendices E – JWU Culinary Portfolio Outline and E (a) – Portfolio Rubric with Standards)


Candidates precede their student teaching with Practicum II, beginning with the start of the school year in their placement classrooms/labs and continuing every week until the candidate begins student teaching.  Upon successful completion of the Practicum II, the candidate begins student teaching in Spring II.

The Clinical Educator(s) guide the student teacher during the day-to-day classroom/lab experience. Initially, the Clinical Educator(s) will intensively guide and instruct the student teacher. The goal is for the student teacher to ultimately assume the role of the Clinical Educator(s).  It is imperative that the Clinical Educator(s) establish a supportive, collaborative relationship with the student teacher in order for the student teacher to be effective. The student teacher is also assigned a University Supervisor who will work in partnership with the Clinical Educator(s) and student teacher to provide support and feedback.

Responsibilities of Clinical Educator(s):

  1. To attend a Clinical Educators’ Workshop presented by the Johnson & Wales Master of Arts in Teaching Program.

  1. To become proficient in the use of the M.A.T.’s online assessment system. Taskstream training is included as part of the Clinical Educators’ Workshop.

  1. To begin the mentoring process during the candidate’s Practicum II prior to the start of Student Teaching. Practicum II should include:

  • introducing the student teacher to the students, noting that the student teacher will have all the authority and respect due a teacher, and introducing the student teacher to other JWU personnel;

  • orienting the student teacher to the University, faculty procedures and regulations, and to familiarize them with pertinent local policies and rules of the University;

  • acquainting the student teacher with management procedures, including safety and security procedures, location of special equipment, supplies, and other materials;

  • providing the candidate with opportunities to work one-on-one with individual students, and with small groups of students or co-teach.

  1. To guide the student teacher in daily and long-range planning. Lesson Plans are developed through collaboration between the candidate and the Clinical Educator(s). Clinical Educators should review lesson plans and offer specific suggestions and recommendations both before and after lessons have been presented.

  • The Clinical Educators' primary concern regarding lessons is to note whether the material to be taught fulfills the intended outcomes. Clinical Educators should comment on pedagogy and provide guidance to assist and encourage the student teacher. 

  • The Clinical Educator(s) should allow enough time to review all lesson plans for content and adherence to the curriculum.

  1. To confer with the student teacher prior to his/her teaching any class lesson to ensure preparedness.

  2. To inform the University Supervisor of any concerns or difficulties that may arise during the student teaching period as soon as possible, especially in situations involving communication problems between the Clinical Educator(s) and the student teacher.

  1. To notify the University Supervisor immediately if a student teacher is not performing adequately, to the extent that there is a possibility that they may fail student teaching.  If the Clinical Educator(s) feels the student is not meeting the minimum requirements, it is imperative to notify the University Supervisor while there is still time to rectify the problem.

  1. To INFORMALLY assess the student teacher’s work through observation and feedback as often as time permits. On a weekly basis at minimum, using daily observations as a starting point, the Clinical Educator(s) should sit with the student teacher and discuss the week’s progress.

  1. To complete and submit to Taskstream the JWU Culinary Clinical Educator Assessments of Student Teacher (Appendix O.1) and the Dispositions in a timely manner. To submit, upon the conclusion of student teaching the final JWU Culinary Clinical Educator’s Assessment of Student Teacher where it can be accessed in Taskstream by the student teacher, the University Supervisor, and the M.A.T. staff. 

  2. To write a letter of recommendation when requested. After weeks of daily interaction, the Clinical Educator(s) is normally the best-qualified person to provide a detailed and accurate recommendation to a student teacher’s potential employer.

  1. To submit the Clinical Educator’s Assessment of University Supervisor*


*NOTE: This confidential evaluation is submitted to Taskstream, accessible only to M.A.T. administration.


The primary role of the University Supervisor is to support and assess each student teacher’s progress toward meeting all standards and the other expectations of the Johnson & Wales Master of Arts in Teaching Program. The University Supervisor serves as a liaison between the M.A.T. program, the student teacher, and their Clinical Educator(s). The University Supervisor completes up to three evaluations that are assessed based on an individual lesson rather than progress over time, whereas the final evaluation is summative.

Responsibilities of University Supervisor:

  1. To meet the new student teachers and exchange contact information with each other, and also to obtain their Clinical Educators’ contact information. The Supervisor should then initiate communication with the Clinical Educator(s).

  2. To make up to three classroom observation visits during the student teacher placement.

  1. To meet with the Clinical Educator(s) and student teacher to discuss student progress after each observation.

  2. To observe the student teacher in as many different settings as feasible, and to meet with the student following each observation to discuss the day’s lesson, make suggestions, and offer support.

  3. To encourage the Clinical Educator(s) to share with the University Supervisor any problems that may arise with a student teacher so that assistance may be offered, and to reinforce with the Clinical Educator(s) the importance of notifying the University Supervisor immediately if a student teacher is in danger of failing student teaching. If the problem cannot be resolved by the University Supervisor, they must notify the M.A.T. staff, which would consider possible resolutions, including removal of the student teacher from the placement if warranted.

  4. To complete the JWU Culinary University Supervisor Assessment of Student Teacher (Appendix O.2) following each of the observations, and submit it to Taskstream.

  5. To submit, upon the conclusion of student teaching the final JWU Culinary University Supervisor’s Assessment of Student Teacher (Appendix O.2) where it can be accessed in Taskstream by the student teacher, the Clinical Educator(s), and the M.A.T. staff.

  6. To submit the University Supervisor’s Assessment of Clinical Educator*


*NOTE: This confidential evaluation is submitted to Taskstream, accessible only to M.A.T. administration.