Student Teaching Handbook - The College Supervisor student Teaching Handbook The College Supervisor. The College Supervisor acts as within two weeks of the completion of the student teaching experience. http://minerva.stkate.edu/offices/academic/education.nsf/pages/sthcollsupv
IUS Education: Student Teaching Elementary and Special Education student Teaching Application School administratorsand supervising teachers are concerned with neatness and accuracy in http://www.ius.edu/Education/StudentTeach.cfm
Extractions: Teacher Supervising teachers are considered adjunct faculty who share responsibility with university faculty in providing support, instructional assistance, and assessment of student teachers. The design of the student teaching experience is unique to the individual situation and is controlled by the joint decisions of the supervising teacher, the university, and the student teacher. Supervising teachers meet with the School of Education faculty on campus three times during the school year. The Role of the Supervising Teacher The role of the supervising teacher is to serve as a model, guide, and instructor for the student teacher. Our program is intentionally internship based. Therefore, it is critical to the successful preparation of the MAT students that supervising teachers provide significant instructional assistance throughout the year. Responsibilities of the Supervising Teacher
Teaching Guidelines, Department Of Mathematics (3) Students teaching in the Undergraduate Seminar supervise the work and thelectures of undergraduate students. The subject of each individual http://www.math.columbia.edu/department/TeachingGuidelines.html
Extractions: Department of Mathematics Graduate Student Teaching Guidelines Requirements Admission to the Ph.D. program in Mathematics carries with it a commitment of full financial support for five years, subject only to the condition that the student is making satisfactory progress toward the doctoral degree. This position carries a fixed stipend (the same for all students) for nine months plus tuition and fees. In fulfillment of the requirements for the M.Phil degree , all students must gain teaching experience as part of their graduate training. The Mathematics Department believes that training in teaching is an integral part of the training of graduate students as future scientists. Moreover, a large percentage of students will look for jobs in academia. Universities now ask for proof that their prospective faculty members are effective teachers, and hence look for some teaching experience as well as teaching letters from the faculty and copies of student evaluations. Thus, all graduate students are given the opportunity to teach undergraduate courses. As part of the policy of the Graduate School of Art and Sciences, the department has created the position of Director of Graduate Student Teaching, who will usually be the Calculus Director. The following guidelines set parameters for graduate student teaching in the Mathematics Department. Teaching Responsibilities In general, students in their first year do not teach, but, in order to provide them with useful exposure to the scope of their future educational role, they typically assist in the Mathematics Help Room. All other students are required to fulfill additional teaching duties. The teaching opportunities in the department are as follows:
UC Notes - May 2005 - Campus Q&A Teaching assistants are outstanding graduate students selected by the academicunits in teaching potential and interviews with supervising faculty. http://www.ucop.edu/pathways/ucnotes/may05/campusq&a.html
Extractions: May 2005 UC Notes Home To what extent does your campus utilize teaching assistants (TAs) in secondary sections* of courses? What teaching-related training or experience is required of TAs? * Each UC course has a primary section (e.g., a lecture); many courses also have secondary sections (discussions, labs, etc.). As the campus responses below indicate, teaching assistants do not teach any UC classes independently. In most courses that incorporate secondary sections, faculty and graduate students form a teaching team. The faculty member typically delivers lectures, assigns readings and designs exams. The graduate student TA helps students digest and understand the lectures and readings, assists with grading and, where relevant, laboratory activities. This team experience is especially useful when courses are large ? working with a TA in a course ?section? gives students the opportunity to ask specific questions and participate in small-group activities, such as discussions, that enhance learning. Berkeley At Berkeley, graduate student instructors (GSIs) lead course sections or teach stand-alone courses (in languages and Reading and Composition) under the active supervision of faculty. GSIs who teach stand-alone courses are chosen for excellent scholarship and for promise as teachers; they serve as apprentices under the supervision of a regular faculty member. Graduate students must apply for GSI positions through specific academic departments. The type of instruction and complexity of teaching is determined (from laboratory and study group instruction at Level 1 to upper-level courses at Level 4), and GSIs are considered based on established criteria for each hiring level. Criteria include grade point average, graduate degree status and previous teaching experience.
Tutoring And Teaching Opportunities and teaching the community service and elective workshops, supervising and Summer instructors are responsible for developing and teaching a high http://www.stanford.edu/group/Upward_Bound/jobs.htm
Extractions: Stanford University Third Saturday Workshop (Winter) Family Potluck December 17th Senior Financial Aid Workshops, December (TBA) click here for entire UB academic year schedule Academic Year Positions Summer Program Positions Full-Time Positions Upward Bound students and staff visiting the UCLA campus There are many great ways to get involved with the Stanford Upward Bound program! Volunteer and work opportunities are divided into academic year and summer positions. Position descriptions and application instructions are listed below. Upward Bound students working on a science project Academic Year Positions Position Title Status Upward Bound Tutor
The Teaching Portfolio Article by Hannelore B. RodriguezFarrar, introduces and explain the TeachingPortfolio concept as a way to demonstrate one s teaching credentials to http://www.brown.edu/Administration/Sheridan_Center/publications/teacport.html
Extractions: Faculty Graduate Students Departments Staff ... Home Hannelore B. Rodriguez-Farrar Excellence in teaching has become a stock phrase in most faculty job descriptions; yet how does one demonstrate this to current colleagues and/or future employers? One answer is a Teaching Portfolio which is a description of an instructor's major strengths and teaching achievements. It describes documents and materials which collectively suggest the scope and quality of an instructor's teaching proficiency. Over 400 institutions nationwide use Teaching Portfolios in personnel decisions regarding faculty appointments. Demonstrating an effective teaching philosophy is becoming more important at all institutions of higher education; thus, you will revise and update your Teaching Portfolio throughout your career as an instructor. The primary purpose of this handbook is to introduce and explain the Teaching Portfolio concept as a way to demonstrate one's teaching credentials to colleagues, department chairs and potential employers. Individuals and/or departments may also use Teaching Portfolios for other uses such as a means for assessment and development of courses, a way to compare individuals for teaching awards, for contract renewals and for documenting general departmental teaching effectiveness.
