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How much do student teaching placement jobs pay per hour?

As of Aug 13, 2026, the average hourly pay for student teaching placement in the United States is $22.66, according to ZipRecruiter salary data. Most workers in this role earn between $18.51 and $25.96 per hour, depending on experience, location, and employer.

What is the difference between Student Teaching Placement vs Student Teacher?

AspectStudent Teaching PlacementStudent Teacher
CredentialsEnrolled in education program, no certification requiredEnrolled in education program, working towards certification
Work EnvironmentClassroom observation and assistance under supervisionActive teaching under supervision, classroom responsibilities
Employer/Industry UsageSchool districts, universities, education programsSchool districts, educational institutions

In summary, a Student Teaching Placement refers to the period when education students observe and assist in classrooms as part of their training, while a Student Teacher is actively teaching under supervision, gaining practical experience before certification.

What is a student teaching placement?

A student teaching placement is a supervised teaching experience that is part of a teacher preparation program. During this placement, aspiring teachers work in real classrooms under the guidance of an experienced mentor teacher. The goal is to provide hands-on experience in lesson planning, classroom management, and instructional strategies. This experience allows student teachers to apply what they've learned in their coursework, receive feedback, and develop the skills necessary for a successful teaching career.

What are the key skills and qualifications needed to thrive in a student teaching placement?

To thrive in a Student Teaching Placement, you need a solid understanding of educational theory, lesson planning, and classroom management, generally supported by enrollment in a teacher preparation program. Experience with digital teaching tools, learning management systems, and curriculum design software is often required. Strong communication, adaptability, and relationship-building skills help create a positive learning environment and foster student engagement. These skills and qualities are crucial for effectively supporting student learning and preparing for a successful teaching career.

What are some common challenges faced during a student teaching placement, and how can they be overcome?

Student teaching placements often involve adapting to a new classroom environment, managing diverse student needs, and balancing lesson planning with teaching responsibilities. Many student teachers also find it challenging to establish classroom authority while building positive relationships with students. Overcoming these challenges typically involves seeking regular feedback from mentor teachers, observing experienced educators, reflecting on teaching practices, and maintaining open communication with school staff. Being proactive and receptive to guidance can help student teachers grow and succeed during their placement.
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Student Teaching Placement jobs near you
Infographic showing various Student Teaching Placement job openings in the United States as of August 2026, with employment types broken down into 1% As Needed, 63% Full Time, 33% Part Time, 1% Temporary, and 2% Contract. Highlights an 85% Physical, 1% Hybrid, and 14% Remote job distribution, with an average salary of $47,142 per year, or $22.7 per hour.

Adjunct Faculty - University Supervisor for Teacher Preparation Programs (Student Teaching & Field E

DePaul

Chicago, IL • On-site

Part-time

This job post has expired 1 day ago. Applications are no longer accepted.

Job description

Adjunct Faculty - University Supervisor for Teacher Preparation Programs (Student Teaching & Field Experiences)
Full-time Faculty Positions
Full-time faculty positions will be posted on a per-opening basis. Postings are organized by college/school and department. Applicants will be evaluated at the college/school level for the position which they are submitting an application. Unless noted by a close date, positions will remain open until they are filled. Qualified applicants are encouraged to apply.
Part-time Faculty Positions
DePaul University invites expressions of interest for a pool of qualified Part Time Faculty to teach courses in a variety of disciplines across all 10 colleges and schools. Individuals may enter expressions of interest by submitting their credentials to any posting for which they are qualified to teach. Postings are organized by college/school and department. Screening of individuals in the pool is ongoing, depending on curricular need and funding. Individuals will be contacted by the department if they reach the finalist stage for teaching a particular course or set of courses. The pool will remain in place until the closing date specified in the posting details; those interested in remaining in the pool beyond that time must resubmit. All individuals in the pool will be notified by email when the posting is closed.
Below you will find the details for the posting including any supplementary documentation and questions you should review before applying for the opening or submitting your interest in teaching. To apply for the position, please click the Apply for this Job link/button.
Posting Details
Job ID: 92064
Rank: Adjunct Faculty
College/School: Chicago, IL
Position Description:
Position Summary
University Supervisors for teacher preparation programs serve as representatives of DePaul University's College of Education and play a critical role in supporting the professional growth and development of teacher candidates during their clinical placements for student teaching & field experiences. The supervisor provides ongoing observation, coaching, feedback, and evaluation aligned with professional educator standards, dispositions, and program expectations.
Observations are in-person experiences and supervisors are required to be in-person, in schools with their students for observation and feedback. The College of Education does not offer virtual supervision opportunities. Student check-in meetings and feedback sessions are welcomed to be in-person or virtual via Zoom. Supervisors must be willing and able to supervise in-person and travel to sites/schools in order to be considered.
The supervisor's primary responsibility is to help teacher candidates develop into effective, reflective, and professional educators through meaningful feedback, constructive support, and regular observation of and communication with the teacher candidate, the cooperating teacher, and university personnel.
The College of Education is currently seeking University Supervisors for student teaching & field experience clinical placements in the following teacher preparation content areas:
  • Special Education & Diverse Learning (PreK-22)
  • Early Childhood Education (Infant/Toddler, Preschool, PreK, K-2)
  • Elementary Education (1-6)
  • Middle Grades Education (6-8)
  • Secondary Education - English (9-12)
  • Secondary Education - History / Social Science (9-12)
  • Secondary Education - Math (9-12)
  • Secondary Education - Sciences (9-12)
  • Physical Education (PreK-12)
  • Visual Art Education (PreK-12)
  • World Languages Education (K-12)

Essential Responsibilities
Observation and Supervision
  • For Student Teaching supervision: Conduct a minimum of four (4) formal observations of each assigned student teacher during the student teaching placement. Additional course requirements may be required.
  • For Field Experiences supervision: Conduct a minimum of two (2) formal observations of each assigned teacher candidate during the field experience clinical placement. Additional course requirements may be required.
  • Observe classroom / learning environment instruction and professional responsibilities using university-approved observation and evaluation tools.
  • Monitor teacher candidate progress toward meeting professional educator standards and program expectations.

Conferencing
  • Conduct a post-observation conference following each formal observation.
  • Engage teacher candidates in reflective discussions regarding instructional planning, classroom management, assessment, and student learning.
  • Assist teacher candidates in identifying strategies for addressing challenges and strengthening professional skills.

Feedback and Coaching
  • Provide timely, detailed, and written feedback following each observation.
  • Identify and communicate both strengths and areas for growth.
  • Offer specific, actionable recommendations designed to improve instructional effectiveness and professional practice.
  • Support teacher candidates in setting goals and implementing strategies for continuous improvement.
  • Encourage reflective practice and professional decision-making.

Communication and Collaboration
  • Establish and maintain professional communication with the Office of Field Experience & Student Teaching in the College of Education, cooperating teachers, school personnel, and university representatives.
  • Serve as a liaison between the teacher candidate, the school site, and the Office of Field Experience & Student Teaching in the College of Education

Candidate Support and Intervention
  • Provide ongoing encouragement, mentoring, and professional support throughout the clinical placement experience.
  • Offer concrete and specific suggestions to help candidates improve their teaching practice and successfully meet disposition, professional, and program expectations.
  • Monitor candidate performance and professional conduct throughout the clinical placement experience
  • Immediately communicate any concerns regarding candidate performance, professionalism, attendance, disposition, or progress to appropriate DePaul faculty and the Office of Field Experience & Student Teaching
  • Collaborate with university personnel to develop and implement support plans when concerns arise.

Documentation
  • Complete all required observation reports, evaluations, and university documentation in a timely manner.
  • Maintain accurate records of observations, conferences, teacher candidate progress, and communications.
  • Submit required reports, evaluations, and grading according to established university deadlines.

Professional Expectations
University Supervisors for teacher preparation programs are expected to:
  • Demonstrate professionalism, reliability, and confidentiality.
  • Represent DePaul University and the College of Education positively within partner schools, partner sites, and districts.
  • Maintain fairness in evaluating candidates.
  • Provide feedback that is evidence-based, growth-oriented, and aligned with professional educator standards.
  • Foster a supportive environment that promotes teacher candidate learning, confidence, and success.

Preferred Characteristics
Successful supervisors should demonstrate:
  • Strong mentoring and coaching skills.
  • Knowledge of adult learning principles.
  • Excellent interpersonal and relationship-building abilities.
  • Commitment to reflective practice and continuous improvement.
  • Ability to balance support and accountability while guiding teacher candidates toward professional competence.

Goal of the Position The ultimate goal of the University Supervisor for teacher preparation programs is to help teacher candidates successfully transition from preservice teachers to competent, reflective, and effective professional educators who are prepared to positively impact student learning.
Qualifications:
Applicants must meet all of the following requirements:
  • Minimum of Master's degree in Education, or Master's degree in a related field of the content area
  • Valid or former teaching license in the relevant content area in which they will supervise teacher candidates
    • Additional endorsements are preferred but not required
  • Minimum of three to five (3 to 5) years of successful K-12 classroom teaching experience in the content area in which they will supervise teacher candidates
    • for Early Childhood applicants: teaching experience with infants/toddlers OR preschoolers OR primary grade children (K-3)
    • for Visual Art applicants: applicable experience in community/nonprofit settings or arts education settings
  • Demonstrated knowledge of disciplinary content, curricular and lesson plan development, current instructional practices, assessment strategies, classroom management techniques, and professional teaching standards
  • Strong written and oral communication skills
  • Ability to provide constructive feedback and coaching to adult learners
  • Commitment to supporting the growth and success of teacher candidates
  • Experience in mentorship or coaching of new & emerging educators
  • Competency and comfort with current technology and online systems of communication & digital course management; including but not limited to email (Microsoft Outlook), virtual video conferencing (Zoom), learning management systems (D2L), university grading systems (Campus Connect), and word processing solutions (Google Suite, Miscrosoft Office, PDF documents)
Application Instructions:
Please submit a cover letter and a CV/resume which includes applicable licensure and classroom teaching experience (or applicable content area experience). In your cover letter, please touch on your alignment with DePaul University's Vincentian values and mission.
Considerations:Exceptions to standard rates may apply to courses with unique credit hours, supervision, labs, clinical/practicum courses, coaching, administrative tasks, and courses that are either over-enroled or under-enrolled.
General Compensation/Benefits Statement:DePaul University has provided a compensation range that represents its good faith estimate of what the University may pay for the position at the time of posting. The salary offered to the selected candidate will be determined based on factors such as (but not limited to) the qualifications, education, experience, and training of the selected candidate, the scope and responsibilities of the position, departmental budget availability, internal salary equity considerations, and available market information.
DePaul University offers a variety of benefit options for qualified part-time employees. Further information regarding benefits can be found here:
About DePaul University's Academic Calendar:Except for the College of Law, DePaul University operates on a quarter system. Classes in Autumn, Winter, and Spring quarters are 11 weeks in length (including finals week) and Summer courses, in two sessions, are typically 5 weeks in length. The College of Law operates on the semester system. Classes in the Fall and Spring semesters are 16 weeks in length (including finals week) and it offers a Summer Session of 7 weeks (including final exams).
Salary Information: Clinical Supervision stipends will vary and are paid per student for each quarter. Student Teaching Supervision currently offers $730/student.
Applicant Documents
C.V.(1)
Cover Letter(1)

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