Ten-Credit Hour Student Teaching Experience activities such as attendance, homeroom, supervision of lunch, escorting students to and coteach a minimum of one and a maximum of three classes/lessons with the student teacher. http://www.iusb.edu/~edud/handbook/tencredit.html
ASU CoE Professional Field Experiences -- Student Teaching To be eligible to student teach, a student must have to the success of a student teacher,the mentor to complete, the Assessment and supervision of Instruction http://www.ed.asu.edu/pfe/student_teach.html
Extractions: Student Teaching is the capstone field experience of the ASU student's professional preparation for a teaching career. It is a full-time apprenticeship as an ASU student that encourages and supports pre-service teachers as they grow and evolve developmentally to become competent and qualified professionals. This means that a student teacher will be required to register for full-time status at ASU and to be in the field for 15 weeks, 5 days a week, all day. Student teachers work one-to-one with a veteran teacher , who will serve as a mentor. Student teachers will also be assigned to a university supervisor who will observe instruction and provide specific staff development seminars to meet the changing needs of the student teaching semester. About Qualifications to Student Teach
Extractions: Source: ERIC Clearinghouse on Teacher Education Washington DC. Supervision of Student Teachers. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC THE SUPERVISORY TRIAD The student teaching field experience is an essential component of learning to teach and supervision plays an important role (Zahorik, 1988). During this time, the student teacher is assigned to a school-based cooperating teacher and a university supervisor, all of whom form a supervisory triad. Educators consider student teaching to be an important, highly valued experience. It is "critical to the development of preservice teachers' pedagogical skills" (Richardson-Koehler, 1988, p. 22). Seventy-seven percent of the university supervisors and 70% of the cooperating teachers support the notion that student teaching prepares students more than adequately for their first full-time teaching job (AACTE, 1991). While university supervisors and cooperating teachers share the goal of preparing students to be effective teachers, they differ in their perspectives on the learning processes that take place. Emphasizing seminar work, 69% of university supervisors feel that students are adequately prepared for student teaching, compared to only 49% of cooperating teachers, who stress practical experience as an important factor in a student teacher's preparedness (AACTE, 1991).
Fall Expectations 0 (Converted) Prepare lessons and teach see lesson planning teacher and University Supervisor- student teacher arranges the the completed form to the supervision File on http://oregonstate.edu/dept/sci_mth_education/pte/inform_current/handbook/fall_e
Extractions: Overview of General Guidelines and Schedule for Fall Student Teaching Practicum Month Fall Cooperating Teacher Fall Supervisors Fall Student Teacher August September Cooperating Teacher Support Meeting Monday Sept 10,4:30-5:30 in Weniger 222 on OSU campus. Assist Student Teacher in identifying appropriate experiences for September Experience using Activities Guidelines for ideas Identify unit for Work Sample I to be taught in Oct 29 - Nov 30 period Cooperating Teacher Support Meeting Monday Sept 10, 4:30-5:30 in Weniger 222 on OSU campus. Visit with Cooperating Teacher and Student Teacher to discuss progress made during the September Experience Evaluate Student Teacher September Experience Notebook Participate full teacher day; work on Notebook guided by Cooperating Teacher using Activities Guidelines, Fall 2001, for suggestions of activities to be completed; identify Work Sample Unit.
ERIC--Resources For Teachers is an essential component of learning to teach and supervision plays an importantrole (Zahorik, 1988). During this time, the student teacher is assigned to a http://www.ericsp.org/pages/digests/supervision_studentteacher_91-7.html
Extractions: THE SUPERVISORY TRIAD The student teaching field experience is an essential component of learning to teach and supervision plays an important role (Zahorik, 1988). During this time, the student teacher is assigned to a school-based cooperating teacher and a university supervisor, all of whom form a supervisory triad. Educators consider student teaching to be an important, highly valued experience. It is "critical to the development of preservice teachers' pedagogical skills" (Richardson-Koehler, 1988, p. 22). Seventy-seven percent of the university supervisors and 70% of the cooperating teachers support the notion that student teaching prepares students more than adequately for their first full-time teaching job (AACTE, 1991). While university supervisors and cooperating teachers share the goal of preparing students to be effective teachers, they differ in their perspectives on the learning processes that take place. Emphasizing seminar work, 69% of university supervisors feel that students are adequately prepared for student teaching, compared to only 49% of cooperating teachers, who stress practical experience as an important factor in a student teacher's preparedness (AACTE, 1991).
ASCD | For The Success Of All Learners teacher" or teach every lesson exactly according to a given model. Clinical supervision develops the student teacher's http://www.ascd.org/
Extractions: Governance Affiliates Networks Student Chapters ... Multimedia Explore ASCD's Special Programs and Initiatives! Classroom Management Differentiating Instruction Mentoring Standards ... And more . . . Shop the best of ASCD's books, audios, multimedia, online services, and more! Password Info Read ASCD's new position on teaching children with special needs
Guide To Student Teaching Supervision: Responsibilities Of The University Superv relationship between the student teacher and the school Observe the student teacher teach at least with the student teacher and supervising teacher in evaluating the student's http://www.nmu.edu/education/education/supervision/responsibilities-university.h
Extractions: Home Student Teaching Information Handbook Table of Contents Responsibilities of the University Supervisor The following list of responsibilities will guide the university supervisor in assisting the professional relationship between the student teacher and the school community: Serve as a liaison between the schools and the University. Cooperate with school personnel in a manner that will enhance the partnership between the school system and the University. Identify and recommend potential supervising teachers. Recommend assignments of student teachers. Serve as a resource person for the supervising teacher and the student teacher. Observe the student teacher teach at least four times per semester. The observations will be spread throughout the semester, at least one per month. A student who has a split assignment will be observed a minimum of two times per assignment. Initiate conferences with student teachers, supervising teachers and others concerned with the student's progress. Confer and cooperate with the student teacher and supervising teacher in evaluating the student's progress and give them a copy of the evaluation.
Certification A student teacher does not have a regular or an emergency of Education and istherefore not authorized to teach except under the supervision of a http://www.education.eku.edu/FieldExperiences/Legal Opinions.htm
Extractions: COE Quick Links COE Home -Academic Departments- Counseling and Educational Leadership Curriculum and Instruction Model School Special Education Dean's Office CMSAA AmeriCorps Educational Technology KECSAC KTIP Professional Development Professional Lab Experiences SE/SC CO-OP Student Services Other COE Links Academic Programs Accreditation Alternative Certification Certification Commencement Forms Library (Password Required) Open Positions Planned Curriculum Scholarships Speech-Language-Hearing Clinic Student Information Student Professional Organizations Student Portfolio Docs Links Outside of COE Career Services at EKU Learning Resource Center Outlook Web Access Project Wilde LEGAL OPINIONS This is in response to your letter of January 11 concerning OAG 63-269 generally and the following statement therein specifically, to wit: "While the student teacher is working with the class, the regularly employed certified teacher must remain in a supervisory capacity . . ." You inquire if the quoted statement should be interpreted to mean that the certified teacher must be physically present in the classroom while a student teacher is instructing the children. This is to advise that it is not necessary for the regularly employed teacher to be physically present in the classroom. However, she should be close by so that she can supervise the work of the student teacher. This supervision could take place with the regular teacher outside the classroom by the use of various techniques. In some schools, where facilities are available, the regular teacher could supervise the student teacher by looking through a one-way glass partition. The regular teacher could monitor the class via the public communication system. These are only two examples of numerous ways in which the student teacher could acquire the much needed opportunity to be alone with the class and yet remain under the supervision of the regular teacher.
Extractions: Home Student Teaching Information Handbook Table of Contents Proposed Sequencing for Student Teaching All student teachers will have had classroom experiences as part of their teacher education preparation before they student teach and should be able to take over responsibilities quickly and effectively. Student teachers should gradually assume all duties of the teacher. It is recommended that the students have an opportunity to gradually give up their duties as they end their student teaching. It is important that the student teacher be left alone in the classroom. The supervising teacher can use this time for professional development or service. Below are some suggestions for sequencing the student teaching experience. Semester before student teaching Review student teaching requirements Interview student teacher for screening purposes Discuss assignment with student teacher Orient student teachers to school and beginning responsibilities so they can prepare Provide lesson plans, materials, policies and other materials needed for preparation Have student teacher spend time in the classroom so they become familiar with the school, students, curriculum, and supervising teacher
Seminars And Apprenticeships Hold student conferences under the teacher's supervision. teach two or three classsessions with the teacher's approval and under the teacher's supervision. http://www.uoregon.edu/~uocomp/word/semapp.html
Extractions: Syllabus Policies The English Department considers the training of new GTFs and the orientation of all new composition teachers to this program to be essential for effective teaching. Three courses serve this function: English 611 and 612 (Composition GTF Seminars) and English 613 (GTF Composition Apprenticeship). Prospective GTFs must successfully complete English 611 (offered during the Winter term only; sample syllabus ), observe several composition classes, and spend another term (Fall, Winter, or Spring) working in a composition section as an apprentice (English 613 is not offered during Summer term). English 611 and 613 each carry graduate credit of up to 3 hours but do not count toward the degree. The Director of Composition assigns a grade for 611 of A,B, C, D, F, or I. Althought successful completion of the training program is required to be eligible for a GTF in English, it does not guarantee appointment. Department needs, hiring policies and priorities, and the quality of individual performance in the seminars are all factors that enter into an initial GTF appointment.
Don Hackmann's Professional Experience teach graduate courses in introduction to educational administration Responsibilitiesincluded student discipline, teacher supervision and evaluation http://www.educ.iastate.edu/elps/edadm/hack.experience.htm
Extractions: PROFESSIONAL EXPERIENCES Dr. Donald G. Hackmann Associate Professor of Educational Administration, Iowa State University, August 2001 to present, Assistant Professor January 1998 to August 2001. Member, Graduate Faculty. Teach graduate courses in introduction to educational administration, the principalship, curriculum, and instructional supervision. Advise Masters and doctoral students and serve on dissertation committees. Assistant Professor of Educational Administration, Illinois State University, August 1996 to December 1997. Member, Graduate Faculty. Taught graduate courses in school law, educational organization, and supervised internship experiences in the superintendency and principalship. Advised doctoral students and served on dissertation committees. During Fall 1997 semester, additional administrative assignment as Interim Principal of the ISU University High School. Assistant Professor of Educational Leadership, Eastern Michigan University, August 1993 to August 1996. Member, Graduate Faculty. Taught courses in the principalship, leadership theory, supervision of instruction, and school law; advised Masters and doctoral students; served on dissertation committees. During 1994-1996, additional administrative assignment as Coordinator of the Office of Collaborative Education and Collaborative School Improvement Program. Served as College of Education liaison for school-university collaborative ventures, planned conferences for local school personnel. Principal, Center Middle School (Center School District, Kansas City, MO), July 1989 to June 1993. Responsible for teacher supervision and evaluation, budgeting, student discipline, master schedule for a building containing grades 7-8 and 425 students. Directed school's transition to middle school concept and block schedule implementation.
Student Teacher Handbook do not allow students to teach the first many classes as possible without supervision(especially during The student teacher will participate in the Phase Two http://www.davidson.edu/academic/education/sthandbook.htm
Extractions: Technology Portfolio Summative Evaluation WELCOME TO YOUR STUDENT TEACHING INTERNSHIP!! You are about to embark on the most significant period of your professional preparation. Everything you have studied in your liberal arts undergraduate coursework, in your major and in your education program will serve as a basis for this experience. Although you have had opportunities to observe and read about secondary students, you will now have the chance to apply what you know, have full-time involvement with them and be responsible for their learning and its direction.
Bank Street College Library--Supervising The Beginning Teacher Is teacher education necessary at all Could we reduce the period of student teachingand offer candidates the opportunity to teach under our supervision in a http://streetcat.bnkst.edu/essays/supervising.html
Extractions: Site Index WebMail Contact Us Choose a shortcut Library Catalog (Books) Login to Databases from Home Research Databases (Journals) Education Web Sites Ask a Librarian (via Email) How to...(Instruction Guides) Library Hours Bank Street College Home Page Library Home Page Bank Street Thinkers Described here is an attempt to reduce the period of student teaching by a supervised work-study plan. For 27 years Bank Street College of Education has been preparing liberal arts college graduates for nursery and elementary teaching, in a one-year course of intensive graduate study. The premise has been that personal maturity together with a disciplined educational experience are proper requisites for competent creative teaching. The program has, of course, undergone many changes since its inception in the early '30's, but none of these has been more far-reaching in implications than the recent revisions undertaken as a result of the growing teacher shortage and the "great debate" in education, often most directly related to teacher education. About five years ago, Bank Street College - along with other teacher training institutions in this area - came face to face with this urgent social-educational problem: Is there a way to put more teachers into elementary classrooms sooner without the loss of effective learning for teachers?
KSU College Of Education - Students For student teaching, students are assigned by university personnel to secondary schoolto teach under the supervision of an experienced teacher or teachers http://www.educ.ksu.edu/Departments/CSPS/Handbook/ElemProgram.html
Extractions: You are here: College of Education Students Undergrads Handbook Elementary Education Program Description The elementary education program prepares students to teach children in kindergarten through ninth grade in self-contained classrooms. A general description of the three parts of the 129 credit program is listed below. Details of program requirements are in the next section of this handbook. 1. General Education Courses in the communications, humanities, social sciences, mathematics, and natural sciences provide prospective elementary teachers with broad content background. A sound general education is especially important for elementary teachers, who are called upon to teach every subject to children. Area of Concentration The Bachelor of Science Degree in Elementary Education requires the completion of an area of concentration of 15 hours in addition to hours completed in the general education component of the degree. An area of concentration is a group of courses with related content which will enhance teaching in the elementary classroom. Areas of concentration are available in: Art Mathematics Biological Science Modern Languages Communication Arts Music Dance Physical Science English Social Science English as a Second Language Special Education Speech Pathology General Science
Professional Development With Administrators teachers deepen their knowledge of the subject they teach, develop new What are thecriteria for student assessment teacher supervision in elementary mathematics http://www.edc.org/MLT/CDT/admin.html
Extractions: CDT is a center within the Division of Mathematics Learning and Teaching , Education Development Center, Inc. Much current education reform is discipline-based and forwarded by professional organizations within the disciplines, such as NCTM. In the effort to improve children's understanding, these reform efforts focus attention on the need to help teachers deepen their knowledge of the subject they teach, develop new ideas about the nature of learning, and enact new instructional practices that can facilitate rigorous student thinking. For such reforms to take hold nationally and have lasting effects within schools and districts, it will not be enough to change what happens inside classrooms. District and administrative support, on a broad scale, also is needed. Our program of work with administrators investigates how administrators' understanding of the nature of mathematics, learning, and teaching affects their interpretation of a variety of administrative practices related to reform and how, as administrators become more familiar with the ideas that underlie the mathematics reform movement, they develop new views of what constitutes supportive administrative practice. Like many teachers, most administrators were educated at a time when the ideas about the nature of mathematics, learning, and teaching were very different than those embedded in today's mathematics education reform movement. For both teachers and administrators, it is not enough to be told about the reforms and learn some new techniques. Both teachers and administrators need the opportunity to explore new conceptions about mathematical understanding, learning, and teaching, and reconceptualize the foundations on which their work is based. Our work with administrators aims to understand the conditions under which they can do such reconceptualization and to explore the relationship between change in administrators' ideas and change in this practice.
Institute Home content and quality of instruction, student performance, and facilitators who wishto teach Lenses on Classroom Observation and teacher supervision, will take http://www.edc.org/MLT/CDT/institute03.html
Extractions: CDT is a center within the Division of Mathematics Learning and Teaching , Education Development Center, Inc. With support from the National Science Foundation and the Pew Charitable Trusts, EDC has developed two courses for currently practicing school and district administrators, Lenses on Learning: A New Focus on Mathematics and School Leadership and Lenses on Learning: Classroom Observation and Teacher Supervision in Elementary Mathematics . These courses help participants develop sufficient knowledge about the learning and teaching of elementary mathematics to better align their instructional leadership with standards-based mathematics instruction. While situated in elementary mathematics, these courses provide administrators with insight into how instruction might change in other subjects as well. Lenses on Learning: A New Focus on Mathematics and School Leadership was developed using a modular format. The first module of instructional materials for
The School Of Education At Brooklyn College ED Foundations/Alternate Route teacher Preparation Specialist to teach undergraduateand and sociology of schooling and the supervision of student teachers. http://depthome.brooklyn.cuny.edu/schooled/jobs.htm
Extractions: Administrative Student Advisement and Professional Records - Counselor / Assistant to HEO Under the direction of the Undergraduate Deputy, School of Education Counselor i s responsible for providing advisement services to students enrolled in undergraduate and graduate programs within the School of Education. Responsibilities include: Provide academic advisement to students enrolled in early childhood, elementary and secondary teacher education, administration and supervision, guidance and counseling, and school psychology programs.
Hosting B. Requests to student teach in the Bloomington schools will be considered only belimited to not more than 14 weeks of student teacher supervision per year. http://www.bloomington.k12.mn.us/distinfo/Staff_Development/Hosting/hosting.html
Extractions: II. GENERAL STATEMENT OF POLICY A. The Office of Staff Development will manage student teacher placements within the District. B. Teachers, and principals or the designees of principals, have the responsibility to nurture student teachers and to cooperate, to the extent possible, with the teacher preparation program that has sent the student teacher. A. The Office of Staff Development will maintain a written record of who is student teaching in the District. This record will include where and when such placements are made. B. Requests to student teach in the Bloomington schools will be considered only upon receipt of official paperwork from accredited teacher preparation programs who have agreements with the District. Requests must be made in writing to the Office of Staff Development and need to include transcripts and an autobiography of the candidate seeking placement. The District may set deadlines for applications. C.
Overview Of Teacher Education Program teacher conferences (with approval of the teacher and the a geographical area thatpermits supervision by Radford will not be permitted to student teach in a http://www.radford.edu/~ed-adv/overviewtep.htm
