Preservice - Placements And Supervision Challenges Finding good placements for student teachers has always been an issue for teacher s teaching, including, in the case of North Carolina supervisors http://www.ncrel.org/tech/preservice/challenges.htm
Extractions: Previous Table of Contents Next Differences in approaches to teaching also are having an impact on the role of technology in the school setting. For example, in Milwaukee, direct instruction and prescribed teaching programs for reading are being used in a number of schools. As seen during the site visits, direct instruction and scripted teaching techniques do not utilize computers and related digital technologies. Technology's role, therefore, in the school is significantly diminished as teachers have less time and support for its integration. Advocates also suggest that they see a better link between direct instruction and increased test scores. When direct instruction is promoted as a better means of raising test scores, teachers are likely to ignore project-based computer activities that support skills and knowledge not as likely to be measured on standardized tests that form the basis for NCLB ratings. These changing priorities and practices highlight classic teacher preparation problems: (1) Should schools, colleges, and departments of education prepare students to teach in the schools they enter, or prepare them for schools of the future? (2) Should they prepare change agents? The reality, of course, is that new teachers must be able to teach in today's schools; however, if schools are to continue to meet the need of tomorrow's citizens, new teachers must be prepared to be leaders in the renewal effort. Based on the research for this study, it is evident that in schools where the environment supports teaching strategies that integrate technology, entering teachers continue to develop techniques to use technology. New teachers in schools that, for example, favor direct-instruction strategies, may use technology from time to time but not as an integral part of the classroom.
Extractions: This Article Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Services Similar articles in this journal Alert me to new issues of the journal Download to citation manager Reprints and Permissions Cynthia Paris Rider University, New Jersey Suzanne Gespass Rider University, New Jersey Student teacher supervision, with few exceptions, remains a teacher-centered enterprise. Typical supervision policies, procedures, and forms focus on teachers' observable behaviors. They grant authority to the perceptions of the supervisor/teacher. The concerns, questions, professional knowledge, and deliberative processes of the student teacher/learner are secondary, if they are considered at all. In this self-study, the authors explore alternatives to teacher-centered supervision by first supervising each other in their own learner-centered college classrooms
Policy 2.1.5 - Teacher Growth, Supervision And Evaluation (i) the behaviours or practices that do not meet the teaching quality standard (b) may consist of a planned program of supervising a student teacher or http://www.education.gov.ab.ca/educationguide/pol-plan/polregs/215.asp
Extractions: Some documents are in Adobe Acrobat Portable Document Format (PDF). The latest version of the viewer software is available free of charge from Adobe . For more information, click here K-12 Learning System Policy, Regulations and Forms Manual Section 2 - Accountability in Education Policy Requirements Updated: January 2003 Pdf Version Background Policy Statute Regulations ... References BACKGROUND The Teacher Growth, Supervision and Evaluation Policy POLICY School authorities, ECS operators, superintendents, principals and teachers must work together to achieve the teaching quality standard. All teachers are expected to practice consistently in keeping with the standard. STATUTE School Act s.18 Teachers s.20 Principals s.22 School council s.28(2)
Student Evaluation Of Learning And Teaching : Instructions The purpose of student evaluation of teaching is to provide staff with valid and In the case of mailed student Evaluations of supervision (SETs), http://www.flinders.edu.au/teach/SET/
Extractions: Feedback on SET ... Question Bank(MS Word) Purpose of SETs The Process The Questionnaires The Results ... Additional Information The purpose of student evaluation of teaching is to provide staff with valid and reliable information with which to make informed decisions about improving student learning outcomes. Student Evaluation of Teaching is only one of the necessary components for making such informed decisions. The use of other methods, such as reflective practice and peer review , student assessment results and teaching portfolios is encouraged in order to construct an informed view of the learning and teaching being evaluated. Evaluation is a positive process and should be used for the enhancement of staff development and student learning. Ensure that Adobe Acrobat Version 5.0 is loaded on the computer. Instructions for how to do so are available at
Professional Practicum Experiences - Lynch School The supervision model includes the cooperating teacher, student teacher, andUniversity Observation of a lesson, a checklist of teaching activities, http://www.bc.edu/bc_org/avp/soe/academics/practicum/supervision.html
Extractions: The supervision model includes the cooperating teacher, student teacher, and University supervisor working together to meet the required goals for teaching competency. Formative and summative supervision are used with both pre and full practicum student teachers. Formative supervision is used to foster growth and development in understanding the teaching standards. Through coaching, informal discussions, and responses to inquiry journals, the supervisors create relationships to guide the students to a deeper understanding of teaching and learning throughout the experience. Summative supervision is required at the mid-term and the final using the Pre-service Performance Assessment (PPA) tool from the State Department of Education. At the mid-term the cooperating teacher with the college supervisor must review the PPA standards and indicators of competencies to document the success in the field. The final summative report is required by both cooperating teachers and supervisors in the form of their recommendation for either continuation of appropriate fieldwork for the pre-practicum student or full practicum student, or recommendation for licensure for the full practicum student.
Web Cam Aids Student Teaching Supervision Dakota State adds use of web cam to student teaching From his office at DakotaState, Wiken can supervise his student teacher, Mark Gemar in Menno, http://www.departments.dsu.edu/news/spotlight/01/webcam.htm
Extractions: DSU Home Spotlight Home Dakota State adds use of web cam to student teaching Dakota State University once again is moving forward with technology concepts. This time the use of a web cam is helping professors and student teachers. Dakota State University assistant professor of education, Dr. Don Wiken, has received assistance from Vickie Venhuizen, elementary principal, and Martin Sieverding, technology coordinator for Menno Public Schools, in efforts to use a web cam for observations of a student teacher. The high speed Internet access provided to the schools by the states Connecting the Schools Project makes things like this possible, said Sieverding. The classroom no longer is limited to four walls. From his office at Dakota State, Wiken can supervise his student teacher, Mark Gemar in Menno, South Dakota. This new technology allows for extra attention if needed, said Gemar. If I have a question over a lesion or a certain strategy that I want to use during a lesson, the web cam allows Dr. Wiken to view the lesson from his office. It also allows for instant visual, audio, or written feedback. With the web cam I can see two-thirds of the students in the video triangle, said Wiken. There really isnt any intrusion in the class, except a computer in the back of the room which everyone forgets about anyway.
Supervision Of Student Teaching supervision of student Teaching. EDUC 636 Fall 2002. Instructor Dr. Rebecca R.Day (rday@selu.edu). Office teacher Education Center (TEC) Room 228 http://www.selu.edu/Academics/Faculty/rday/files/syllabus.htm
Extractions: Supervision of Student Teaching EDUC 636 - Fall 2002 Instructor Dr. Rebecca R. Day (rday@selu.edu) Office Teacher Education Center (TEC) Room 228 Office Phone I Course Description Designed for teachers preparing to become supervising teachers. Concerned with experiences designed to help student teachers become effective elementary and secondary school teachers. II. Conceptual Framework In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in todays world and to prepare students for the future, the College of Education and Human Development has identified four critical components of The Effective Educator : standards-based instruction (SBI), knowledge of the learner (KL), best pedagogical practices (PP), and content knowledge (CK). A deeper understanding of Southeasterns Effective Educator Model can be gained by examining the four critical components of the conceptual framework. III Texts Supervising student teachers the professional way Terre Haute: Sycamore Press.
Student Teaching Supervisor Handbook QUESTION How can I teamteach and supervise the student teacher at the same time?ANSWER It is your professional responsibility as a cooperating teacher http://www.udel.edu/dcte/ocs/superhandbook/qanda.htm
Extractions: Suggested Procedure for Supervising Student Teachers QUESTIONS AND ANSWERS ABOUT STUDENT TEACHING 1. QUESTION: Why should I volunteer to be a cooperating teacher? ANSWER: By volunteering your services you are demonstrating your sincere interest in the teaching profession and your willingness to contribute to the growth of young, inexperienced teachers. You also make a valuable contribution toward the solution of broader educational problems through your constructive interaction with student teachers that will, as citizens, affect public school programs in their local communities. 2. QUESTION: What is the long-term impact of my contribution to the student teaching program?
Technology Helps Student Teachers Make The Grade If it grows, it could really change the way student teaching supervision is done . To become certified to teach in Indiana public schools, students must http://news.uns.purdue.edu/UNS/html4ever/2004/040503.Fox.student.html
Extractions: In a pilot project this year, School of Education professors are using digital video equipment to observe student teachers in the classroom via the Internet. Traditionally, faculty observe student teachers for two-hour periods several times during their teaching assignments. Gerald H. Krockover, a professor of curriculum and instruction and earth and atmospheric sciences, said the approach is more cost-effective, efficient and yields better results than traditional methods. "I see this model growing and being very useful for schools and universities that have the technology infrastructure in place," Krockover said. "If it grows, it could really change the way student teaching supervision is done." For the evaluations, each classroom was outfitted with digital video equipment connected to a television monitor. The equipment uses the Internet to send real-time video of the classroom to a computer on Purdue's campus where professors watch student teachers. Similar equipment sends video of the professor back to a screen in the classroom so that students know when they are being observed. Wanda S. Fox, an associate professor of curriculum and instruction, said the project was originally conceptualized because of the potential savings in money and time. At many universities, student teachers work in schools throughout the state, requiring professors to travel for regular in-class observations.
Clinical Supervision A successful student teaching experience is the keystone of preservice teacher Clinical supervision is a means of ensuring that student teaching is http://sorrel.humboldt.edu/~tpss/clinical.html
Extractions: In its simplest form, clinical supervision includes: a) a conference with the student teacher to proview objectives and the lesson plan, b) direct observation of the lesson, and c) a follow-up conference with the student, with feedback on strengths and areas of improvement. A successful student teaching experience is the keystone of pre-service teacher preparation. Clinical supervision is a means of ensuring that student teaching is carried out most effectively through systematic planning, observation, and feedback. The clinical supervision model is designed to help teachers grow. It systematically builds on strengths while eliminating counterproductive approaches. It recognizes that each student teacher is different. No candidate will be a carbon copy of "the ideal teacher" or teach every lesson exactly according to a given model. Clinical supervision develops the student teacher's ability to reflect on experience and apply principles and concepts to self-improvement efforts. Three actors must play their roles well for clinical supervision to succeed. The student teacher must plan lessons early enough that the supervisor and master teacher can review them before class. The master teacher and supervisor must find compatible strategies in supporting the student teacher. When clinical supervision is a cooperative endeavor, the results can be rewarding to all.
ASCD | For The Success Of Each Learner Association for supervision and Curriculum Development For the Success of Each arrow 2005 Conference on Teaching Learningstudent Achievement The http://www.ascd.org/
Supervision Of Student Teachers. ERIC Digest. Thinking styles of supervisors and implications for student teaching. Barriers to the effective supervision of student teaching A field study. http://www.ericdigests.org/1992-4/student.htm
Extractions: Source: ERIC Clearinghouse on Teacher Education Washington DC. Supervision of Student Teachers. ERIC Digest. 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).
MAT Student Handbook Each MAT student is assigned to work with a supervising teacher at each school The time spent at the prestudent teaching school site before beginning http://www.willamette.edu/mat/students/handbook/07.htm
Student Teaching student Teaching Supervisors student Teaching Homepage supervision of HPEstudent Teachers; Teaching Measurement for Evaluation in H PE http://www.lhup.edu/student_teaching/supervisors.htm
Extractions: Advanced Search Home A-Z Topic Index Help ... Allowances The Commonwealth Government provides funding to Higher Education Institutions for practice teaching supervision which in turn contract directly with individual schools for the provision of this supervision on a fee-for-service basis. The Australian Higher Education Practice Teaching Supervision Award 1990 provides rates for the payment and the eligibility of teachers for practice teacher supervision in all Australian States and Territories. The award provides that teachers other than leading teachers must be paid for undertaking practice teaching supervision unless the individual teacher and the principal agree to alternative arrangements, such as the provision of professional development, in lieu of payment. Any agreed alternative arrangements apply until the end of the relevant school year and must be in writing and signed by both the principal and the teacher. No individual teacher should be coerced into agreeing to, or not agreeing to, alternative arrangements. A teacher may request a representative, including a representative of the Australian Education Union (AEU), to be present in any discussions with respect to these alternative arrangements. Where a member of the AEU agrees to alternative arrangements, then the award requires that the teacher provides a copy of the agreement to the AEU (Victorian Branch) within two weeks. Failure to provide such a copy to the AEU does not invalidate the agreement.
Extractions: FAQs ... Office of Teacher Education Indiana University-Bloomington (IUB) arranges placement for students throughout the state of Indiana. If teachers would like to read more about the placement process, please refer to the Application Handbook . This is an online booklet of directions and procedures for IUB prospective student teachers. Requirements for supervising teachers to accept a student teacher have changed over the years. In the past, most supervising teachers had to have a Masters degree and at least 3-5 years of experience. Presently, however, the State of Indiana no longer requires teachers to obtain the Masters degree. Since this is the case, IUB likewise does NOT require the Masters degree for supervising teachers. At least three years of experience is still preferred by most administrators and IUB, but in some rare cases, supervising teachers with fewer than three years experience have been able to accept a student teacher, under the recommendation of the schools administration and most specifically, the building principal. In the future, some of these requirements may possibly change. By the year 2002, the state of Indiana expects to change the structure of teaching licenses. We do know that licenses will be based on newly designed developmental levels not grade levels. In January of 1998, the Indiana Professional Standards Board approved and adopted the new "Developmental LevelsStandards for Teachers". The age levels approved were:
Student Teaching Handbook Discuss the student teaching assignments with student teacher. If anything isconfusing, clarify with student teaching supervisor. 4. Ask student teacher to http://www.bgsu.edu/colleges/edhd/advising/sthdbk/wus.html
Extractions: The University Supervisor's Role Back to Table of Contents The university supervisor is a member of the University staff who supervises the work of the student teacher at regular intervals during the period in which the student teacher is assigned. The Office of Undergradaute Student Services provides both general and specialized supervision. The University Supervisors Main Responsibilities Back to Table of Contents 1. To orient the cooperating teacher and the student teacher to the program. 2. To work with the cooperating teacher to provide a network of support for the student teacher. 3. To observe the teaching performance and record objective data. 4. To diagnose, along with the cooperating teacher, the student teachers strengths and weaknesses and prescribe behaviors for achieving competencies. 5. To conduct conferences to help formulate alternatives for change when necessary and/or support efforts of both the student teacher and cooperating teacher. 6. To assist with problems encountered in relationships with the cooperating teachers and staff.
COOPERATING TEACHERS GUIDE TO SUPERVISING STUDENT TEACHERS Tuition Free Courses/Stipends/Payment for student Teaching supervision.Cooperating teachers qualify for two benefits from the Department of Education. http://www.education.eku.edu/fieldexperiences/Coop_Teacher_Guide.htm
Extractions: COOPERATING TEACHERS GUIDE TO SUPERVISING STUDENT TEACHERS College of Education Eastern Kentucky University Cooperating teachers play a significant role in the development of future educators throughout the student teaching experience. Research indicates that the cooperating teacher is the most important person who influences student teachers and often leaves an indelible impression on the novice teacher. The on-site teacher plays a vital role among the triad of cooperating teacher, university supervisor, and student teacher. The purpose of this guide is to clarify the role played by the cooperating teacher during student teaching among the members of the student teaching triad. More detailed information about the expectations and duties of student teachers and university supervisors may be found at our web site, (EKU Home, Education, Professional Laboratory Experiences). Cooperating teachers must meet minimum qualifications as set forth under Kentucky law (KRS 161.042). Cooperating teachers must have: (1) a valid Kentucky teaching, (2) attained a Rank II certificate, (3) four (4) years of teaching experience, (4) taught in the present school system at least one (1) year immediately prior to being assigned a student teacher.
University Supervisor University Supervisors Guide for Mentoring student teachers student teachersdont anticipate the energy necessary to teach daily, and when they http://www.education.eku.edu/fieldexperiences/University_ Supervisor's_ Guide_ f
Extractions: University Supervisors Guide for Mentoring Student Teachers Eastern Kentucky University Introduction: This guide is an attempt to provide assistance to supervisors of Eastern Kentucky Universitys Student Teachers. EKU has a long and distinguished history in providing teachers for the Commonwealth and nation. Our program has ranked among the largest in the nation in terms of producing teachers for the schools. Often, Eastern produces more teachers than any university or college in Kentucky during a given year. Our graduates can be found throughout Kentucky and the nation serving the youth of America. We are the keepers of the excellent tradition that the EKU College of Education enjoys, and we strive to provide the very best supervision for our student teachers. Requirements for student teaching: Requirements for supervisors: We prefer that our supervisors attend the seminars scheduled during student teaching. Our student teachers must complete several assignments generated by the seminars, and the supervisors need to know what their student teachers are required to do. Kentucky law requires university supervisors of student teachers to conduct at least four (4) formal observations of student teachers. We want at least two of those observations to be done using the KTIP IPR (intern performance record). Other options for observing the teaching performance of student teachers may be left to the discretion of the supervisor. It is important that a written feedback be given to the student teacher, and a growth plan should be initiated in the early stages of student teaching in order to guide the novice teach. Again, the KTIP process provides for both with the IPR and the growth plan format. These instruments (the IPR and the Professional Growth Plan) may be obtained from the Office of Professional Laboratory Experiences.
Dr. Amaral's Courses TE 960 Basic student Teaching Seminar TE 961 Advanced student Teaching SeminarTE 967 student Teaching supervision. Back to top. Teaching Awards http://www.ivcampus.sdsu.edu/teacher_ed/courses.htm
Extractions: One of the greatest challenges in education today is preparing teachers to effectively work with diverse student populations. My field of specialization is bilingual education and my contributions to this field include the preparation of teachers who understand the needs of this unique student population and can provide quality instructional programs to help them succeed academically and socially in the 21st Century.
