Fees For Cooperating Supervisors Of Student Teachers The total reduced fee credits awarded for practica and student teaching may not for supervision of the final fulltime student teaching per quarter. http://www.ous.edu/aca/mentortchr.htm
Extractions: Academic Affairs Fee Privilege for Cooperating Supervisors of Student Teachers School districts having contracts with the Oregon University System institutions to supervise educator professionals preparing for Oregon licensure may exercise these provisions. Earning the Reduced Credit Fee Privilege For each permissible activity provided under contract with a cooperating district (a and b below), a district earns an enrollment privilege to register any licensed educational professional employed by the district at the Oregon University System staff fee rate . An "enrollment privilege" allows one individual to register for up to 8 quarter credit hours in the term it is used. The total reduced fee credits awarded for practica and student teaching may not exceed 11 in a year, per each university student provided services by the district. a. Supervised full-time student teaching. Enrollment privileges of 5 credit hours may be awarded for supervision of the final full-time student teaching per quarter. Student teaching is the culminating, full-time supervised teaching experience provided for students completing a program approved by the Teacher Standards and Practices Commission, leading to Initial Licensure in one or more of four authorizations: Early Childhood, Elementary, Middle, and High School; and specialty endorsements. b.
Global Student Teaching Global student Teaching (GST) expands the range of student teaching options the USA and Canada student teaching placements and professional supervision http://educatorsabroad.org/gst/
Extractions: Global Student Teaching (GST) expands the range of student teaching options and offers a unique opportunity for prospective teachers to develop teaching abilities and expand their cultural awareness. Since 1989 GST has offered 1269 students from 73 colleges and universities in the U.S.A. and Canada student teaching placements and professional supervision in 309 host schools in 42 countries on all continents. GST faculty, 44 professional educators, colleagues and friends in host countries annually manage over 200 international student teaching placements and will begin serving student teachers from universities in England during the 2005 - 2006 academic year. Another international experience to consider participating in is the English Language Teaching Assistant Program (ELTAP) . ELTAP is open to any person willing to assist others who seek to learn English and is available for undergraduate or graduate credit or as a non-credit option. ELTAP placements are available in countries around the world offering opportunity to serve and to learn.
NETS For Teachers Cooperating/master teachers and supervisors of student teachers/interns are readily student teachers/ interns teach in partner schools where technology http://cnets.iste.org/teachers/t_esscond.html
Extractions: Overview ... Digital Edge Project Essential Conditions for Teacher Preparation A combination of essential conditions is required for teachers to create learning environments conducive to powerful uses of technology. The most effective learning environments meld traditional approaches and new approaches to facilitate learning of relevant content while addressing individual needs. For these new learning environments to develop, certain prerequisite factors or essential conditions must be present in every phase of an aspiring teacher's education-in the university's general education programs, in the chosen major, in teacher preparation programs, and at the school sites hosting student teachers and interns. First-year teachers cannot be expected to put into practice what they have learned about how to use technology without the presence of these essential conditions in their new job environment. Policy decisions supporting technology use greatly affect a new teacher's ability to use technology effectively. Because there are many avenues to becoming a teacher, this document addresses a wide variety of teacher preparation program designs. In the context of university-based programs, teacher education must be viewed as a university-wide responsibility. Prospective teachers must experience and observe effective uses of technology in their general education and major coursework. School and college of education coursework must consistently model exemplary pedagogy that integrates the use of technology for learning content with methods for working with PK-12 students.
College Of Education And Human Development- Student Teaching student teaching is the culminating experience in the teacher education the student teacher, cooperating teacher, and the university supervisor will http://www.coe.tamu.edu/studentteaching/
Extractions: The student teaching semester is a valuable professional laboratory experience in teacher preparation since it represents the bridge between professional preparation and professional practice. Clinical experiences are designed to provide opportunities for students to observe, plan, implement, and evaluate instructional materials and techniques in order to meet the varied learning needs of students from diverse cultures and backgrounds.
Extractions: Fax: 309/298-2080 Faculty: Bishop, Bolton, Davidson, Freeman, Hall, Halverson, Kaisen, McCaw, Nelson, Nielsen, Philhower, Pierson, Rittenmeyer, Smith-Scripps, Stickney-Taylor. Student teaching is the process whereby a prospective teacher candidate demonstrates his/her competence as an effective beginning teacher. Each student teacher is expected to possess, or develop, the knowledge, skills, and attitudes needed to manage successfully a classroom teaching-learning situation. The student teaching component of the Department of Educational Administration and Supervision serves all University departments offering a teacher certification option. Students seeking a teaching certificate are required to successfully complete one semester of full-time student teaching. See Teacher Certification for additional information. For courses in the department other than student teaching, see the
Student Teaching: Secondary Education The student Teaching Manual details both the performance and professional All deadlines for application for supervision are strictly enforced. http://www.temple.edu/bulletin/ugradbulletin/ucd/ucd_studentteachsecondary.html
Extractions: Note: All students must be matriculated. All deadlines for application for supervision are strictly enforced. No exceptions. Students can make application for a N-8 classroom assignment by visiting the College of Education web page and navigating to the Student Services tab. Students "On-the-job" must also complete the online application for supervision. Mode: Field experience in a Grade 8-12 setting..
Personnelresponsibilities Inform the cooperating teacher and university supervisor of any absences. Complete all clinical experience and student teaching requirements of the NEIU http://www.neiu.edu/~cestdept/personnelresponsibilities.html
Extractions: NEIU STUDENT The purpose of these experiences are to provide the prospective teacher with a variety of classroom experiences. It is important, therefore, that the students understand their roles and responsibilities. The students must: Obtain and complete the required applications for clinical experiences and/or student teaching (see Appendix B). Attend a mandatory meeting at which school responsibilities will be discussed. Contact the school after the placement has been received and report promptly to the indicated person / school. Provide the cooperating teacher/s with copies of the Suggested Activities and the Clinical Experiences and Student Teaching Handbook. Be prompt and prepared for assignments designated by the cooperating teacher and university supervisor. Inform the cooperating teacher and university supervisor of any absences. Dress in a professionally appropriate manner. Become acquainted with policies and/or regulations of the cooperating district, school and classroom. Complete all clinical experience and student teaching requirements of the NEIU supervisor and attend all scheduled class meetings/seminars.
Preparing A Teaching Portfolio s of activities involving the supervision of graduate students and Products of Teaching. Samples of student work along with the professor s http://www.utexas.edu/academic/cte/teachfolio.html
Extractions: Preparing A Teaching Portfolio A Guidebook Prepared by The Center for Teaching Effectiveness Main Building 2200 The University of Texas at Austin What is a Teaching Portfolio? It is a factual description of a professor's teaching accomplishments supported by relevant data and analyzed by the professor to show the thinking process behind the artifacts. Most portfolios are NOT collections of everything that the professor has done in the way of teaching over his or her entire career. Rather they are selected samples that illustrate how that individual's teaching is carried out in the various venues in which teaching occurs. Edgerton, Hutchings and Quinlan (1991) describe portfolios as follows: Portfolios provide documented evidence of teaching that is connected to the specifics and contexts of what is being taught. They go beyond exclusive reliance on student ratings because they include a range of evidence from a variety of sources such as syllabi, samples of student work, self-reflections, reports on classroom research, and faculty development efforts. In the process of selecting and organizing their portfolio material, faculty think hard about their teaching, a practice which is likely to lead to improvement in practice.
Extractions: Search HOP and PM for: Go to: Select a policy book HOP/PM Home Page Revised HOP Original HOP Original Policy Memoranda Glossary of Definitions The University of Texas at Austin Policy Memorandum 3.101 Office of the President September 1, 1981 Ssubject: MINIMUM FACULTY TEACHING REQUIREMENTS The minimum faculty teaching requirements adopted by the Board of Regents are: Each person paid full time from the appropriations item "Faculty Salaries" shall teach a minimum of nine semester credit hours of instruction in organized undergraduate classes each long-term semester with adjustments permitted for the teaching load equivalencies listed below. A. Adjustments 1. One semester credit hour of graduate instruction is equal to one and one-half semester credit hours of undergraduate instruction. 2. Instruction of regularly scheduled laboratory and clinical courses, physical activity courses, studio art, studio music instruction, and primary music performance organizations such as ensembles and marching bands shall provide teaching load credit at the rate of one semester hour of teaching load Credit for each one and one-half contact hours of instruction per week per long-term semester. 3. Supervision of student teachers, clinical supervision, and intern supervision shall be credited such that 12 total student semester credit hours taught is equivalent to one semester credit hour of teaching load credit.
B.A. Teaching « Degree Programs T he student will have 36 credithours of professional teaching courses ( at least supervision includes personnel with advanced training in the relevant http://www.phys.cwru.edu/undergrad/programs/ba_teach.php
Extractions: Case Physics Degree Programs Physics Courses Faculty Research ... Events B.A. Teaching Bachelor of Science BS Mathematical Physics Concentration BS Biophysics Concentration BS Mathematics and Physics ... Bachelor of Arts BA Teaching Physics Minor Undergraduate Studies The Bachelor of Arts Degree in Physics Leading to Licensure in Science Teaching at the Secondary Level updated on June 30, 2005 The Ohio Department of Education has certified two different CWRU programs for students who wish to teach physics at the high school level. One of these programs leads to certification to teach physics alone while the other leads to certification to teach both physics and chemistry. This latter program may be based on either the B.A. in Chemistry or the B.A. in Physics at CWRU. This "dual-field" preparation is especially attractive to ( and in some cases required by ) prospective employers but does require significantly more coursework than does single field licensure. Both programs include education coursework and practica in professional education at both CWRU and John Carroll University. The science and mathematics courses required for these programs are provided below (70 credits for single field and 80 credits for dual field licensure). There are also 22 credits of General Education Requirements, not including the 6 credit Natural and Mathematical Sciences GER which is satisfied by required physics and mathematics courses. T he student will have 36 credit-hours of professional teaching courses (
FAS Information For Instructors 2003-2004 but always under the supervision of instructors who hold Facultylevel teaching student teaching should be a rewarding opportunity rather than an http://www.registrar.fas.harvard.edu/handbooks/instructor.2003-2004/chapter3/iss
Extractions: Harvard Homepage Hiring, Training, and Supervision of Instructional Support Staff In many courses the instruction done by supervised teaching staff is an important part of the undergraduate educational process, as well as an important aspect of the training of graduate students. Departments and individual instructors have developed successful strategies that encourage and protect a high standard of teaching by supervised teachers. These local strategies have been reinforced by guidelines developed by the Committee on Undergraduate Education and the Committee on Graduate Education and endorsed by the Faculty Council. Teaching fellows are candidates for advanced degrees and are registered as students at Harvard, ordinarily in the Graduate School of Arts and Sciences. They serve as section leaders, tutors, and laboratory leaders, but always under the supervision of instructors who hold Faculty-level teaching appointments in the FAS or another Harvard Faculty. (See Responsibility for Evaluation on page 15 for the appropriate role of teaching fellows in the grading of students.)
NMC - Supervisor A successful student teaching experience is the standard of preservice The supervision is a means of ensuring that student teaching is carried out most http://www.nmcnet.edu/students.cfm/departments/education/ttp/Supervisor/
Extractions: Help Site Map Home For Students ... Administrator Supervisor Policies Timeline Technology Passport Student Forms NMC Supervisor Clinical supervision is a continuous series of cycles in which the supervisor assists the student teacher in developing ever more successful instructional strategies. The Northern Marianas College supervisors serve as liaisons between cooperating schools and the NMC School of Education. Supervisors work closely with mentor teachers and student teachers to ensure that proper procedures are followed and all timelines met. The NMC Supervisor will be responsible for: 1. Familiarizing and insuring compliance of student teachers and mentor teachers with School of Education policies and procedures. 2. Introducing herself/himself to the building principal, providing information relating to the NMC School of Education student teacher program. 3. Visiting the student teacher during the first week or two of the semester to address any initial questions or concerns. 4. Providing assistance, encouragement, and support to student teachers.
B-10 Student Teaching Supervision Statistical Data. B10 Professional Education Faculty student Teaching SupervisionReturn to Statistical Data Menu. student Teaching. 1995-96. 1996-97 http://coe.unm.edu/AboutTheCollege/AccredEval/ncate/StatsData/b10.htm
SBC Fellows Final Report: Catherine Shea Regardless of how long ago the student teaching experience was, each supervisormentoracknowledged her student teaching cooperating teacher was influential http://sbcf.iu.edu/about/finrpts/shea.html
Extractions: Electronic Enhancement of Supervision Project (EESP) Executive Summary of Results The 2000 Ameritech Fellows Grant partnered Indiana University Southeast with special education teachers in the southern Indiana region. The Electronic Enhancement of Supervision Project (EESP) integrated technology with supervision training of special education teachers to expand the knowledge base regarding distance education and special education preparation. Technology such as e-mail, listserv, and webcams hold promise for capturing the wisdom of master teachers in distant settings from campus. Care must be taken to ensure that sites and participants have adequate technology expertise, equipment and time for involvement. Need for the Project For twenty years there has been a national shortage of special education teachers and Indiana reflects this personnel gap. Efforts need to be made to better train special education teachers so they not only enter but also stay in the profession. One of the most influential aspects of teacher training programs is the field experience component, a chance for the fledgling teacher to be coached by an experienced professional (cooperating teacher) in actual classrooms. The cooperating teacher not only models good teaching strategies and classroom management skills but also supervises and evaluates the university student. Therefore, the supervisory skills of cooperating teachers need to be well developed in order to maximize the benefits of these field experiences. It is expensive to send university faculty to distant schools to teach new cooperating teachers how to supervise and evaluate university students and it is a burden to require these same teachers to come to campus to be trained. Technology offers an opportunity to reduce the cost, improve the convenience, and improve the quality of how cooperating teachers are coached to improve their supervision.
Extractions: UCSD Policy on Training, Supervision, and Evaluation of Teaching Assistants CTD Home Teaching Assistant Resources Preparation for teaching is an important part of graduate education at UCSD. Campus and University-wide policy requires that each campus provide both campus-wide and departmental training for its teaching assistants (TAs) in basic content and skill areas. Elements of a comprehensive training program include: Responsibility for the training, supervision, and evaluation of teaching assistants rests jointly with the administration, academic departments, and individual faculty members. OGSR has responsibility for development of policy relating to TA matters and overseeing implementation of these policies. The director of the campus-wide Center for Teaching Development reports to the Dean. The Dean, upon recommendation of the Director of the Center for Teaching Development and the TA Development Advisory Committee, approves grant funding to departments for TA training activities.
Ping S PortfolioTeaching teachers are being called upon to teach students with a wide range of abilitiesand need Techniques in the clinic supervision of teachers. White Plains. http://web.syr.edu/~pgao/supervision.htm
QUESTIONS COOPERATING TEACHERS ASK Without the cooperating teachers feedback, the student teaching experience of the University Supervisor, cooperating teacher and the student teacher. http://www.pnc.edu/ed/ST/CT/Questions Cooperating Teachers Ask.htm
Extractions: QUESTIONS COOPERATING TEACHERS ASK There are some questions that are asked repeatedly by the cooperating teachers. Many of these questions cannot be answered equivocally, but perhaps some insights will help guide the cooperating teacher. How frequently should I leave the classroom? Should student teachers be on their own? A survey of cooperating teachers found that they were most critical of other cooperating teachers who spent a great deal of time away from the classroom. The view of most cooperating teachers is that student teachers should not be regarded as substitutes. Rather they should be viewed as novice teachers placed in the classroom to learn and grow professionally with the direct help and supervision of experienced teachers. Without the cooperating teachers' feedback, the student teaching experience becomes much less effective for the beginners. Yet, it is also important for the student teacher to have a sense of managing the class on their own. Therefore, it may be advisable for the student teacher to "solo" occasionally for short periods of time. However, the cooperating teacher should be in close proximity. In the final analysis, the cooperating teacher retains the responsibility for the classroom, the students, and the student teacher. What should I do when the University Supervisor comes to visit?
Extractions: Quick Navigation Imperial home page A-Z of Departments Courses Research Alumni Faculty of Engineering Faculty of Life Sciences Faculty of Medicine Faculty of Physical Sciences Humanities Tanaka Business School The Graduate Schools: - Engineering and Physical Sciences - Life Sciences and Medicine Spectrum (College Intranet) College directory Help Note: Your browser does not support javascript or you have javascript turned off. Although this will not affect your accessibility to the content of this site, some of the advanced navigation features may not be available to you. Home Workshops Optional Workshops Note: Some of the graphical elements of this site are only visible to browsers that support accepted web standards . The content of this site is, however, accessible to any browser or Internet device. Introduction
Division Of Mathematics Learning And Teaching Focus on Mathematics will increase student achievement and teacher quality throughthree programs that Teaching to the Big Ideas of Early Algebra http://www2.edc.org/MLT/project_list.asp
Extractions: EDC collaborates with SummerMath for Teachers at Mount Holyoke College to offer two-week institutes for staff developers, teacher educators, and teacher-leaders to consider the goals of professional development in mathematics, analyze the role of facilitator, and learn about the Developing Mathematical Ideas professional development materials. DMI Leadership Institute 1 is based on DMI's Number and Operations modules; DMI Leadership Institute 2 on the Geometry and Data materials. EDC and Intel Mathematics Collaborative Facilitator Institutes prepare a national group of prospective facilitators to teach the two Lenses on Learning courses, which help school and district administrators support standards-based elementary mathematics instruction. Institute topics include elementary mathematics, the nature of standards-based mathematics instruction, what administrators need to know, and how they learn it. Focus on Mathematics Focus on Mathematics will increase student achievement and teacher quality through three programs that provide teachers with solid content-based professional development, provide students with rigorous courses and curricula, and establish a mathematical community in which mathematicians and pre-college educators work together to improve mathematics education in grades 5 through 12. The project, a Targeted Math-Science Partnership, is a collaboration involving Boston University, Education Development Center Inc., and five school districts.
STLHE Ethical Principles In University Teaching The Society for Teaching and Learning in Higher Education (STLHE) believes that arrangements can be made for supervision or evaluation of the student. http://www.umanitoba.ca/academic_support/uts/stlhe/ethical.html
Extractions: Arshad Ahmad*Frank Aherne*Guy Allen*Wiktor Askanas*Colin Baird*Roger Beck*David Bentley*Beverly Cameron*Norman Cameron*Thomas Cleary*William Coleman*James Erskine*Graham Fishburne*Joyce Forbes*Dean Gaily*Allan Gedalof*William Gilsdorf*Joseph Habowsky*Ralph Johnson*Peter Kennedy*Ralph Krueger*Estelle Lacoursiere*Gordon Lange*Jack London*Nadia Mikhael*Alex Middleton*James Newton*Gary Poole*Manfred Prokop*Pat Rogers*Peter Rosati*Robert Schulz*Ronald Sheese*Alan Slavin*Ronald Smith*Lois Stanford*Susan Stanton*David Topper*Donald Ursino*Fred Vermeulen*Wayne Weston Ethical Principles in University Teaching Ethical Principles in University Teaching The purpose of this document is to provide a set of basic ethical principles that define the professional responsibilities of university professors in their role as teachers.
