61. Books Association for supervision and Curriculum Development For the Success of EachLearner Journal of Curriculum and supervision Newsletters Permissions http://www.ascd.org/portal/site/ascd/menuitem.7ecb0460a2b144dd12c7c91061a001ca/

Home Join Help Password Info ... Books ASCD Books Are you looking for ways to positively influence what happens in your classroom or school? ASCD books offer some of the best ideas in education today, and the options below make it easy to find the books that meet your specific needs: ASCD's book The Big Picture: Education is Everyone's Business sample chapters upcoming books , including School Leadership That Works: From Research to Results, Building Student Literacy Through Sustained Silent Reading, and Literacy Strategies for Improving Mathematics Instruction. new books , available now. study guides books in translation electronic books upcoming ASCD member books What are ASCD member books? Premium Comprehensive Regular Premium members receive nine books per year (Jan., Feb., April, May, July, August, Sept., Nov., Dec.); Comprehensive members receive five books per year (Jan., April, July, Sept., Nov.); and Regular members receive two books per year (April, Sept.). Contact Us Privacy Statement

62. Supervisor Student Teaching Evaluation Supervisor student Teaching Evaluation student Teaching Supervisor Evaluation.Saint Mary s University of Minnesota School of Education http://www.smumn.edu/sitepages/pid1458.php

pageSortId = '00000000,00000004,00000005,00000052,00000053,00001435,00001458'; var ace_path="/nav/acemenu/"; Print this Page Email this Page Back to: SMU Home Academics Undergraduate Programs School of Education ... Student Teaching Documents and Forms Supervisor Student Teaching Evaluation Student Teaching Supervisor Evaluation Saint Mary's University of Minnesota School of Education Student Teacher Supervision Evaluation Form Supervising Teacher Date Directions As a practicing professional, your insights on our work with student teachers is critical to our professional growth and program improvement. Please take a few minutes to respond to the items listed below. Use the scale located below to rate the performance of the identified supervising teacher from Saint Mary's University. This document will be used to assist administrative personnel help faculty members improve their work in student teacher supervision. Please use the enclosed envelope to send your confidential response to Dr. James Towers, School of Education Dean. Again, thank you for taking time to improve our program.

63. College Of Education Who is my University supervisor? Your student teaching contract will provide this If you are student teaching locally, your university supervisor and or http://www.coe.fsu.edu/OAS/clinical.htm

College of Education Student Teaching Admissions Student Teaching Staff Application Forms ... College of Education Welcome to the Office of Clinical Experiences! 2005-2006 Student Teaching Calendar Student teaching is the final chapter in the teacher preparation process. It is the "final exam," if you will, the single best opportunity to test all that has gone before as the student prepares to enter his or her chosen profession. As such, it is incumbent upon the College and the Office of Clinical Experiences to find the right placement for each and every student. Clinical Education is a statewide effort utilizing placement centers in five areas around the state. Each is staffed by seasoned educators who oversee placement, provide active supervision, and act as intermediaries/counselors should problems arise. The Office of Clinical Experiences seeks placements that are challenging, but manageable; nurturing but not smothering; enriched by supervising teachers eager to help renew the profession by sharing their expertise with others. This office pledges to serve the student teacher with the best possible placement, with supportive supervision, and with the realization that this experience will help re-affirm, in some fashion, their choice of profession. The Office of Clinical Experiences works with teacher education programs in the University and the public school system of Florida in the organization of student teaching centers and the selection of supervising teachers for student teaching. The Office of Clinical Experiences is responsible for the final identification and screening of all students who make application for student teaching. The frequently asked question section below might provide answers to some of your questions. If you have any other questions or need clarification on any issue please contact the Office of Clinical Experiences.

64. Forms For Student Teachers And Supervisors: Office Of Student Teaching, School O teachers by their supervising teachers., Office of student Teaching, PLEASE NOTE The student Teaching Criminal History Check MAY NOT meet the http://www.indiana.edu/~stuteach/forms.html

skip navigation Education Home Search Education FAQs ... Office of Teacher Education Office of Student Teaching Forms for Student Teachers and Supervisors HOW TO PROCESS THE DOCUMENTS Below are the forms that student teachers and their supervising teachers can copy to their own computers to make easier their completion. To use these Web-based forms, follow these steps: Under the form you want to complete, click on the software version you use. The form will appear on your monitor. Fill in the forms and type appropriate narrative. Print four copies of the assessment forms. If you can not fill out the form online (especially pdf version), you may print hard copies and complete them. Sign copies and direct them to the university supervisor. If the form does not appear on your monitor, you may save the file and execute or open it in a program that can handle it. If your computer does not have any of the four software listed below, you have to use another computer to process the form. Special notes: To use Acrobat Reader, you also must have Acrobat Writer to complete the form. If none of these software applications are available, please request hard copies form the university supervisor.

65. School Of Education & Human Development-Student Teaching Each person desiring to register for student teaching is required to Supervisor as necessary throughout the entire 60 day student teaching experience. http://www.uhv.edu/edu/pfstudentteaching.htm

Student Teaching Admission Info Admission to Student Teaching Admission Requirements Prerequisites for Student Teaching General Requirements a. Admission to the teacher certification program. i. Criminal History Records Check b. The completion of a minimum of 45 clock hours of scheduled and assigned observation/practicum in a public school. c. After admission to teacher education and before applying for student teaching, a degree plan must be on file. d. Each person desiring to register for student teaching is required to furnish the Teacher Education Records Office before the time of registration a copy of a certificate signed by a person licensed to practice medicine in the state of Texas which reveals that the student has been examined and is free from the disease of tuberculosis. i.

66. Student Teaching student Teaching Expectations Checksheet (PDF file) for Early Childhood EducationCandidates for Secondary and K12 Candidates http://teachered.colostate.edu/StudentTeaching/

Student teaching is generally considered to be the single most important experience in a teacher preparation program. Its powerful influence on the future success and direction of prospective teachers is greater than any other single segment of their formal education. It is with this knowledge that we strive to develop close partnerships with schools and cooperating teachers. By working together we hope to nurture the professional growth of teacher candidates, support the continued professional development of cooperating teachers, and provide for quality learning experiences for the children in our schools. Director of Student Teaching Placements: Peggy Lofquist, M. Ed. Room 100B Education Building School of Education Colorado State University Fort Collins, CO 80523-1588 lofquist@cahs.colostate.edu Table of Contents Eligibility to Student Teach Placement Policies Placement Options Option 1 - Local Area ... Application to Student Teach (Due Sept. 7, 2005!)

67. Student Teaching Handbook student Teaching Handbook. student TEACHING SUPERVISORS. Materials Needed.Back to Table of Contents. BGSU student Teaching Handbook one for supervisor; http://www.bgsu.edu/colleges/edhd/advising/sthdbk/sts.html

Bowling Green State University Student Teaching Handbook STUDENT TEACHING SUPERVISORS Materials Needed Back to Table of Contents BGSU Student Teaching Handbook one for supervisor; one for each cooperating teacher. Will also be available on the Web. Packet of Materials from Office of Undergraduate Student Services List of student teachers Verification forms (to be filled out by cooperating teachers and returned to office within two weeks) Mileage reimbursement forms (submit each month to office) Evaluation forms ( one midterm and final evaluation per student) Sample of insurance information (students have received information/forms in assignment packets) Directions to schools (available upon request) Orientation Meeting with Your Student Teachers (afternoon of student teaching orientation, 2 hours) Back to Table of Contents Get student’s address and telephone number. Go over BGSU Student Teaching Handbook policies and procedures and other pertinent areas. Require that they access the handbook from the web. Orient students to your method of observations.

68. Educational Forum, The: Supervising Unsuccessful Student Teaching Assignments: T Full text of the article, Supervising unsuccessful student teaching assignmentsTwo terminator s tales from Educational Forum, The, a publication in the http://www.findarticles.com/p/articles/mi_qa4013/is_200107/ai_n8977405

@import url(/css/us/style1.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); @import url(/css/us/artHome1.css); Home Advanced Search IN free articles only all articles this publication Automotive Sports FindArticles Educational Forum, The Summer 2001 Content provided in partnership with 10,000,000 articles Not found on any other search engine. Featured Titles for ASA News ASEE Prism Academe African American Review ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Supervising unsuccessful student teaching assignments: Two terminator's tales Educational Forum, The Summer 2001 by St Maurice, Henry Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Supervising Unsuccessful Student Teaching Assignments: Two Terminator's Tales* Supervising preservice teachers when they are not successful is frequently mentioned in the literature on instructional supervision, usually in terms of quality control in preservice teacher education (Benson, Wojtowicz, Larson, and Nierenberg 1999; Firth and Pajak 1998). Though preservice teacher termination is different in many major respects from inservice dismissal (Backer, Patterson, and Sholl 1998; Jones 1997), termination from any professional situation is a delicate matter (Cox and Kramer 1995). Supervision for so-called "high maintenance" beginning teachers adds more difficulties to processes already known to researchers and practitioners for their "pitfalls" and "cold wars." There are many reasons for these difficulties. First, classroom teaching problems have always been directly tied to school and community issues (Tyack and Cuban 1995). In addition, teaching problems have also been perceived as connected to regional or national moral or political issues (Glanz 1993; Herbst 1989). In evaluating preservice teachers, these concerns have frequently diminished during periods of shortage and demand (Edelfeldt and Raths 1998). Recent trends in teacher recruitment show increasing demand for new teachers (National Center for Education Statistics 1999). It seems likely, then, in view of both historical background and present circumstances, that coming years will bring increased concerns over which, how, and why preservice teachers' assignments are terminated.

69. Chicago Semester: Student Teaching student teaching and social work practicum opportunites. Internships Nursing Social Work student Teaching For Supervisors. student Teaching http://www.chicagosemester.org/work/studentteaching.htm

@import url(/css/content.css); /* just some basic formatting, no layout stuff */ Go Work Student Info Nursing Social Work ... General Students Student Teaching Students majoring in Elementary, Secondary, or Special Education are able to fulfill their Student Teaching requirements through the Chicago Semester program. Students are placed in schools that meet the home college's accreditation requirements (i.e. supervision, hours, number of placements, etc.) Students involved in this special track participate in the activities and housing procedures of the general program. However, Student Teachers differ from other students in a number of important ways. More Information Pre-Application Where do you want to GoLive Housing Costs Suggestions ... GoApply Select Your School GoAsk From the Director CS Network Staff Bios ... SiteMap

70. AALS Clinical Workshops 2005 Teaching And Supervision, Law Clinic Directors Law Clinical Teaching and supervision Program. Saturday, April 30 What’sthe “Learning” in Service Learning Teaching Students to Learn from Experience http://www.aals.org/clinical2005/teaching.html

April 30- May 3, 2005 Chicago, Illinois Clinical Teaching and Supervision Program Saturday, April 30 Registration Reception Sponsored by the Chicago Law Schools University of Chicago Law School Chicago-Kent College of Law, Illinois Institute of Technology DePaul University College of Law John Marshall Law School Loyola University, Chicago School of Law Northwestern University School of Law Sunday, May 1 Welcome Joyce Saltalamachia, AALS Deputy Director Introduction Aspirations for the Workshop Stephen Wizner, Yale Law School, Chair, Planning Committee for AALS Workshop on Clinical Legal Education Working Group Discussions Refreshment Break Plenary Session Michelle Geller, M.S.W., Social Worker, Mandel Legal Aid Clinic, Univeristy of Chicago Law School, Chicago, Illinois Lee S. Shulman, President, Carnegie Foundation for the Advancement of Teaching, Palo Alto, California Marie Donovan, Associate Professor, School of Education and Associate Chair, Teacher Education, DePaul University School of Education, Chicago, Illinois Moderator: Stephen Wizner, Yale Law School

71. College Of Education And Human Development - Student Teaching Handbook (Roles & Serve as a mentor to a new student teaching supervisor, if requested. Communicateregularly with the Director/Assistant Director of student Teaching about http://www.coe.tamu.edu/studentteaching/roles.html

Student Teacher Responsibilities Cooperating Teacher Responsibilities Supervisor Responsibilities Dedication Make student teaching a top priority for the semester. Report to school on time and remain until the designated end of the school day. Organization Turn in a weekly teaching schedule to your university supervisor each Friday afternoon. Notify him/her if changes occur in this schedule. Notify the school, the cooperating teacher and the university supervisor as soon as possible if absence due to illness is necessary. Preparation Provide the cooperating teacher with written lesson plans two days in advance. Prepare in advance all teaching materials/technology to alleviate misuse of time and misbehavior of students. Read a variety of resource materials beyond the text materials in order to add enrichment to the lesson. Plan for the most efficient methods for carrying out classroom procedures and lesson transitions. Allow for flexibility in teaching by planning for interruptions or time constraints. Instruction Know and understand the major principles and concepts of the material to ensure high levels of teaching competence.

72. Pepperdine University - Graduate School Of Education And Psychology - Academics student Teaching Policy for FullTime Employed Teachers in Public or supervise up to three student teaching assignments at the public school where the http://gsep.pepperdine.edu/academics/education/ma-edcred/

WELCOME ACADEMICS ADMISSION STUDENT SERVICES ... PEPPERDINE XPRESS Academics Academics Education Programs Master of Arts in Education Master of Arts in Education with Teaching Credential ... Scholarly Activity Master of Arts in Education with Teaching Credential Program Navigation Overview Application Deadline Courses Course Descriptions ... Contact Offering Locations West Los Angeles Graduate Campus Encino Graduate Campus Irvine Graduate Campus Westlake Village Graduate Campus Hear from Students and Alumni Ron Pavesic Silvia Neira Pepperdine has structured course work to facilitate the accomplishment of a master of arts degree in conjunction with a teaching credential. Students pursuing this option may complete their M.A. and credential in as little as three terms. Because most of the courses required for the credentials can be applied to the master's, a combination M.A. and teaching credential can be earned with minimal additional courses. Teaching Credential Programs All teaching credential programs and the Master of Arts in Education are offered at the West Los Angeles, Encino, Irvine, and Westlake Village Graduate Campuses. Effective fall 2003, Pepperdine University's program reflects State Senate Bill 2042 that creates an induction phase in which teachers work in a school district under their preliminary credential for a period of time before receiving the professional credential. The induction phase allows the application of theory and teaching methods learned in the university teacher preparation program. For updates see the California Commission on Teacher Credentialing at

73. IRC Teaching Resources Guide What is your attitude toward teaching? Being a graduate student? student andsupervisor evaluations will be viewed more as suggestive rather than as http://www.irc.uci.edu/trg/15.html

Contents Learning Comes First Stages of Development for the New Teacher Stages of Development for the New Teacher Depending on your individual department, you may experience close supervision by a TAC or faculty member, or very little supervision. In either case, the following article can be useful to you in understanding and coping with being a new graduate student and TA. The following discussion is meant to serve as a guideline for you. There is no guarantee that you'll be aware of experiencing all or any of the stages described below, or that you'll go through them only once. (You might, however, recycle through them at increasingly deeper levels.) The important thing to remember is that if you experience any of these stages, they are a normal part of the developmental process of being a novice teacher. It is also important to remember that you have faculty, TACs, IRC staff, your peers, and the Counseling Center staff to help you. The stages listed below come from a workshop presentation by Carol Loganbill (1985).

74. TeacherSource . Early Childhood . What Student Teachers Want Part 2 | PBS Advice from Former student Teachers To Supervising Teachers What studentTeachers Want to Know  Before the student Teaching Experience http://www.pbs.org/teachersource/prek2/issues/102issue2.shtm

search options Monday, September 26, 2005 The Issues: What Student Teachers Want By Kristi Fowler, Ph.D. The following article is based on a research study of education students who recently completed their student teaching experience through Hollins University in Roanoke, Virginia. Last month's article: Assessing Young Children For more Issues articles visit: The Issues Article Archive Advice from Former Student Teachers To Supervising Teachers Before the Student Teaching Experience During the Student Teaching Experience Knowing What I Know Now What I'd Do for MY Student Teacher For most student teachers, their student teaching experience is both the exciting culmination of several years of study and the most nerve-racking part of their teacher education program. In speaking with almost any student after completing the student teaching experience, the university supervisor hears comments like: "I wish I'd known ", "If I were to do it all over again ", and "If I had a student teacher, I'd  ". Perhaps the following insights, provided by students who have recently completed their student teaching experiences, will help supervising teachers to make the experience even more valuable. What Student Teachers Want to Know  Before the Student Teaching Experience Several responses appeared consistently when student teachers were asked what they wished they'd known before beginning student teaching. They wanted to know whether their supervising teachers were experienced in having student teachers, if parents might be leery of a student teacher's inexperience, and more about differentiating instruction and meeting the Standards of Learning.

75. JMU - University Supervisors student teaching supervisors have three opportunities for orientation and training student teaching forms used by university supervisors may be found in http://coe.jmu.edu/esc/ST_UniversitySupervisor.shtml

Search JMU Web Find JMU People Site Index Site Index ... Online Course Evaluation Sites for Faculty PUBLISHER: Education Support Center MSC 1102, Harrisonburg, VA 22807 PHONE: (540) 568-6274 FOR INFORMATION CONTACT: Laura Brennan Privacy Statement Last Modified: 9/22/2005 University Supervisors The university supervisors who support JMU student teachers are selected because of their strong dedication to the teaching profession, their history as highly skilled and effective teachers, their willingness to mentor someone into the teaching profession, and their high level of professional ethics. Click on the items below for information about selected topics of interest to supervisors. (More detailed information is found in the University Supervisor Handbook Training Sessions and Seminars Supervisor Responsibilities Supervision Schedule and Deadlines ... Completing Paper Work Training Sessions and Seminars Student teaching supervisors have three opportunities for orientation and training: All new supervisors must attend a half-day orientation session to become familiar with the expectations for supervising student teachers.

76. Asian EFL Journal: English Language Teaching And Research Articles Practicum Supervisors and their Effect on EFL studentTeachers Teaching Skills They were 43 student-teachers practicing their practicum teaching in http://www.asian-efl-journal.com/september_04_aab.php

ISSN: 1738-1460 Home Editorial board Introduction Privacy policy ... MS Word Volume 6. Issue 3 Article 8 Article Title Roles of Cooperating Teachers and Practicum Supervisors and their Effect on EFL Student-Teachers' Teaching Skills Author Abdallah Ahmad Baniabdelrahman Bio Data High school teacher 1983 - 1995 Full time lectures and practicum supervisor at the department of curriculum and instruction/ Yarmouk University 1995 - 2000 Assistant Prof. Yarmouk University-Jordan 2003 - Qualifications M.A. in TEFL/ Yarmouk University (1991) Ph D. in TEFL/ University of Arkansas/ USA (2003) Abstract: This study aimed at investigating the effectiveness of three different practicum teaching and supervision methods based on the type of visits a student - teacher receives and the number of cooperating teachers they work with, in improving the practicum teaching English language student- teachers' performance in teaching English. It tried to answer the question: Are there significant differences in the performances of the student-teachers of the three groups in teaching English due to the method of supervision they receive or to their gender? The population of the study consisted of all EFL students at Yarmouk University who were expected to attend two practicum teaching courses in their final semester at the University. The sample of the study consisted of all the practicum teaching two courses EFL students of the second semester of the academic year 2003/2004. They were 43 student-teachers practicing their practicum teaching in Irbid City schools.

77. Student Teaching Supervisor Handbook Supervisors should not forward student teaching reports to MBNA Career Services.Reports will be sent to MBNA Career Services by the OCS upon written http://www.udel.edu/dcte/ocs/superhandbook/resp.htm

Table of Contents Conceptual Framework Calendar EDUC 400 ... Honorarium Request Responsibilities of University Supervisors The university supervisor or center coordinator will visit and observe the student teacher several times throughout the semester. The supervisor or center coordinator will evaluate the student's performance with the student and the cooperating teacher. Between scheduled or unscheduled visits, the student teacher may contact the university supervisor at any time to discuss concerns and problems. The supervisor or center coordinator will work very closely with the student teacher so that the student teaching experience is a satisfying and rewarding experience, personally and professionally. If the student teacher is unable to reach the university supervisor or center coordinator, contact the Office of Clinical Studies (OCS). Student teachers and cooperating teachers can expect the university supervisors and center coordinators to: wear the official University of Delaware teacher education ID badge as a form of identification upon entering the building.

78. American University: School Of Education - Student Teaching Handbook student Teaching Handbook a manual for cooperating teachers, student The University Supervisor is the liaison between the School of Education and the http://www.american.edu/cas/soe/sth_supervisor.html

about us philosophy of education faculty and staff faculty information ... contact us updated: 1/28/05 - maintained by - danielle g. sodani educate@ american.edu Student Teaching Handbook - a manual for cooperating teachers, student teachers and university supervisors The University Supervisor The University Supervisor is the liaison between the School of Education and the local school system where the teacher candidate is placed for their student teaching experience. The primary function of the supervisor is to provide guidance for the teacher candidate in their development of teaching competency and to give assistance to the cooperating teacher. University supervisors are responsible for the following: providing an orientation seminar and coordinating or leading other seminars throughout the semester for the teacher candidates; observing and conducting follow-up conferences with the teacher candidate and cooperating teacher to assist in the improving of instruction, analyzing problems, identifying strengths, and reflecting on teaching effectiveness;

79. College Of Education - Department Of Curriculum And Instruction - Our Programs The Ph.D. program in music education prepares students for teaching, research, in teaching and supervision. Students may choose from two programs. http://www.education.uiowa.edu/coetl/programs/

Our Programs Teacher Licensure Programs Teacher Education Programs in the Department of Teaching and Learning prepare students to teach in early childhood, elementary and secondary schools. Teacher Licensure Elementary Education Licensure and Certification Secondary Education Licensure and Certification For more information about teacher certification programs, visit our office of Teacher Education and Student Services Web site. Graduate Programs Art Education Curriculum and Supervision Developmental Reading Elementary Education ... Special Education Administration Elementary Education Master of Arts This program is designed to prepare master's degree candidates in elementary education to serve as team leaders, grade level or subject area supervisors, curriculum consultants, or master teachers.

80. Teachers-preschool, Kindergarten, Elementary, Middle, And Secondary Most programs require students to perform a studentteaching internship. Teachers may become administrators or supervisors, although the number of these http://www.bls.gov/oco/ocos069.htm

Skip Navigation Links Latest Numbers U.S. Department of Labor Bureau of Labor Statistics Occupational Outlook Handbook www.bls.gov OOH Search/A-Z Index BLS Home Get Detailed Statistics ... Find It! In DOL Printer-friendly version ( HTML PDF Nature of the Work Working Conditions ... Sources of Additional Information Significant Points Public school teachers must have at least a bachelor’s degree, complete an approved teacher education program, and be licensed. Many States offer alternative licensing programs to attract people into teaching, especially for hard-to-fill positions. Excellent job opportunities are expected as a large number of teachers retire over the next 10 years, particularly at the secondary school level; opportunities will vary somewhat by geographic area and subject taught. Nature of the Work About this section Back to Top Teachers act as facilitators or coaches, using interactive discussions and “hands-on” approaches to help students learn and apply concepts in subjects such as science, mathematics, or English. They utilize “props” or “manipulatives” to help children understand abstract concepts, solve problems, and develop critical thought processes. For example, they teach the concepts of numbers or of addition and subtraction by playing board games. As the children get older, the teachers use more sophisticated materials, such as science apparatus, cameras, or computers. To encourage collaboration in solving problems, students are increasingly working in groups to discuss and solve problems together. Preparing students for the future workforce is the major stimulus generating the changes in education. To be prepared, students must be able to interact with others, adapt to new technology, and think through problems logically. Teachers provide the tools and the environment for their students to develop these skills.

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