Clinical Supervision recognizes that each student teacher is different teacher" or teach every lesson exactly according to a given model. Clinical supervision develops the student teacher's 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.
Extractions: (Note 1) For many years, educators and researchers have debated which school variables influence student achievement. As policymakers become more involved in school reform, this question takes on new importance since their many initiatives rely on presumed relationships between various education-related factors and learning outcomes. Some research has suggested that "schools bring little influence to bear upon a child's achievement that is independent of his background and general social context" (Coleman et al., 1966, p. 325; see also Jencks et al., 1972). Other evidence suggests that factors like class size (Glass et al., 1982; Mosteller, 1995), teacher qualifications (Ferguson, 1991), school size (Haller, 1993), and other school variables may play an important role in what students learn.
Trends & Issues, Instructional Personnel - Teacher Supervision Relearning the Meaning and Practice of student teacher supervision through Collaborative SelfStudy Abstract teachers assigned to teach on an emergency credential are severely http://eric.uoregon.edu/trends_issues/instpers/selected_abstracts/teacher_superv
Extractions: Clearinghouse on Educational Policy and Management "Search Help" Note that this is a web site search and will not search our databases ("Directory of Organizations", "In-Process Abstracts", the ERIC Database , "Publications"). Abstracts Discussion References Resources Teacher Supervision Relearning the Meaning and Practice of Student Teacher Supervision through Collaborative Self-Study. Abstract: Describes the process and outcomes of a collaborative self-study by five Chilean teacher educators interested in improving their supervision of student teachers, examining problems they encountered as first-time writers of a self-study report. Guidelines for scaffolding supervisees' reflectivity are included (e.g., attend to supervisors' and student teachers' learning needs, attend to student teachers' biographies, and reassure student teachers that they are being supported). (SM)
Extractions: Supporting the Nontraditional Student Teacher A Community Learning Center Model by David Palmer, Andrea Zetlin, and Elaine MacLeod Like many other educators affiliated with urban special education teacher training programs, the faculty of the Division of Special Education at the Charter School of Education at California State University in Los Angeles faced a dilemma: How could we adequately train special education credential candidates who were already working full time in their own classrooms and were, therefore, unavailable for a traditional student teaching practicum. How could we train special education credential candidates who were placed in full-time teaching positions without having completed any fundamental education coursework? As faculty in the CSLA Division of Special Education, we needed to address the problem of providing adequate supervision to such teachers. In the past, student teachers were placed in an unpaid internship practicum under a supervising master teacher and offered support from a university advisor. The full-time work status of these newer, "nontraditional" student teachers made this arrangement difficult. Yet, in order to maintain the integrity of the School's Educational Specialist Credential programs, we wanted to provide each of these credential candidates with some form of direct supervision that would supplant the master teacher arrangement.
CSU Stanislaus MSCP Student Teacher Handbook that this handbook will provide relevant guidelines for the supervision of student teachers. are unable to student teach, immediately inform your cooperating teacher and any other http://www.csustan.edu/TeacherEd/MSCP/sthndbk.html
Messiah College - Student Teacher Guidelines absence is necessary the student teacher must secure approval from both classroom teacher. You MAY teach in your cooperating teacher's absence, but only under the supervision of a http://www.messiah.edu/academic/teacher/stguidelines.html
Extractions: Guidelines For The Student Teacher The student teacher is expected to: Know the school, physical plant, school rules, etc. Participate in all school events as would be expected of the cooperating teacher (special programs, faculty meetings, department meetings, in-service activities, parent-teacher meetings, etc.) Represent himself and the college well, demonstrating professional behavior, dress, and demeanor at all times. Poor judgement or irresponsible behavior with regard to punctuality, attendance, school protocol, cooperation with school and cooperating teacher, relationships with students and colleagues, etc. will not be tolerated. Attend school regularly, being absent only in the event of illness or serious conflict. If an absence is necessary the student teacher must secure approval from both the cooperating teacher and the college supervisor. The college supervisor, cooperating teacher, and Director of Teacher Education will determine whether time missed due to absences must be made up by the student teacher. ANY UNEXCUSED ABSENCE OR EXCESSIVE, HABITUAL TARDINESS MAY RESULT IN A REMOVAL FROM STUDENT TEACHING AND A GRADE OF "F." (Refer to
Student Teaching Handbook With guidance and supervision, the challenges and rewards of teaching, the responsibilities inherent to materials for the student teach. The student teacher should be provided with http://www.cnu.edu/mat/handbook.html
Extractions: Fall 2003 - Spring 2004 Theory into Successful Practice Introduction The Christopher Newport University Teacher Education Program is based upon the belief that schools should produce literate and responsible citizens who have the knowledge, skills, and attitudes necessary to enhance the quality of their lives and that of a democratic, pluralistic, and global society. Our program is designed so that our teachers will be grounded in liberal studies and in the pedagogical application of content knowledge. Our research-based program facilitates the translation of theory into successful practice
MSN Encarta - Dictionary - Student Teacher teach·er. noun. practice teacher a student enrolled in a teacher preparation program who is doing practice teaching under supervision No thesaurus result for " student teacher" http://encarta.msn.com/dictionary_1861716286/student_teacher.html
Extractions: MSN Home My MSN Hotmail Shopping ... Money Web Search: logoImg('http://sc.msn.com'); Encarta Subscriber Sign In Help Home ... > > Click here to search all of MSN Encarta Dictionary Find in Click here to search all of MSN Encarta Translations student-at-law student body student council ... Print Preview Search for " student ... " in all of MSN Encarta Download the MSN Encarta Right-Click Dictionary student teacher Dictionary stu·dent teach·er noun practice teacher: a student enrolled in a teacher preparation program who is doing practice teaching under supervision
JMU - University Supervisors Information for student teacher supervisors with JMU teacher education programs c. Observe the student teacher teach one or more classes or activities during each visit. supervision Schedule http://cep.jmu.edu/esc/ST_UniversitySupervisor.shtml
Extractions: Last Modified: 5/18/2004 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 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.
The Doctor As Teacher acknowledge that the example of the teacher is the practice of every trainee, whether medical student or junior that should be made for the supervision of new http://www.gmc-uk.org/med_ed/teach.htm
Extractions: The Doctor as Teacher September 1999 Introduction In our Recommendations on the Training of Specialists, we acknowledge that the example of the teacher is the most powerful influence upon the standards of conduct and practice of every trainee, whether medical student or junior doctor. Our recommendations about the pre-registration year, The New Doctor and about training at senior house officer grade, The Early Years discuss in some detail the arrangements that should be made for the supervision of new medical graduates and those in the early stages of training for specialist practice. The guidance in this pamphlet supplements that in our recommendations about general clinical and general professional/basic specialist training. It sets out our expectations of those who provide a role model by acting as clinical or educational supervisors to junior colleagues, and of the bodies under whose auspices this task is undertaken. The guidance applies equally to those who supervise medical students, as they begin to acquire the professional attitudes, skills and knowledge they will need as doctors. The educational obligations of all doctors All doctors have a professional obligation to contribute to the education and training of other doctors, medical students and non-medical healthcare professionals on the team
TEACH California involves two or three semesters of coursework and student teaching and sometimes put you in the classroom as a teacher under supervision while you http://www.calteach.com/resources/sa03.html
Extractions: Welcome to the TEACH California California continues to face a teacher shortage, and special education teachers, science teachers, and math teachers are in most demand. We hope the TEACH California Web site can help fill that need by providing you with answers to your critical questions. Make the difference of a lifetime. Teach. Page or external site opens in a new browser window.
So You Want To Be A Teacher? Here is some advice Find a credential program that honors your choice by having you actually student teach under the supervision of an experienced teacher. http://tlc.ousd.k12.ca.us/~acody/wantoteach.html
Teacher Education Program At UNC Pembroke professional development experience for prospective teachers is the senior internship (student teaching) under the direct supervision of a master teacher in a http://www.uncp.edu/teach/
Seminars And Apprenticeships Hold student conferences under the teacher s supervision. teach two or three class sessions with the teacher s approval and under the teacher s supervision. http://darkwing.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.
Role Of University Supervisor or unusual circumstances are affecting the student teacher s performance, the supervisor will consult first with the Placement and supervision Coordinator, and http://teach.csumb.edu/TeacherCred/Univresp.html
Extractions: The university supervisor usually visits the student teacher on pre-determined days twice during the first ten weeks of their course of study, and three times during the last five weeks of student teaching, or more frequently if needed. The university supervisor will expect to see the daily activities as they are usually planned, not some departure from the normal schedule (e.g., assemblies, outside speakers, holiday celebrations, etc.) If the student teacher is to be absent, or if the normal classroom routine is not being followed, the supervisor should be called to re-schedule the visit. If a student teacher wants to have the university supervisor visit on a certain day because of a special project, the supervisor will attempt to do so.
MTU Education Department: Students: Student Teaching Program class periods, the cooperating teacher often leaves the classroom for a time to test the student teacher s effectiveness while under no direct supervision. http://www.ed.mtu.edu/stu/teach.html
Extractions: Appendices Applying for Student Teaching Beginning the Student Teacher Experience Department of Education Application Portfolio ... When the Student Teacher Arrives Participants in the Student Teaching Program The student teacher is assigned to work with a cooperating teacher subject to the latter's consent. This assignment in no way takes away any of the rights, privileges and responsibilities of the cooperating teacher. It is hoped that the student teacher will show initiative and a desire to accept responsibility. These are just two of the criteria for measuring an individual's readiness to teach. However, in all cases, the student teacher must receive the consent of the cooperating teacher before proceeding along any course of action. The University supervisor's position is that of a liaison between the University and school. This person will visit the school periodically to consult with and evaluate the student teacher. On the occasion of these visits, it is hoped that there will be a period of time when the student teacher, cooperating teacher, and University supervisor may discuss the student teacher and set forth solutions to any problems that have arisen. During each visit, and particularly at the end of the student teacher's assignment, the University supervisor will ask for advice from the cooperating teacher about the evaluation of the student teacher.
Adrian College - Current Students development of music education curriculum, oversee and/or teach instrument methods courses, and coordinate student teacher placement and supervision. http://www.adrian.edu/current_students/employment_positions.php
Extractions: Employment Positions Open at Adrian College Faculty Positions None Administrative Positions None Secretarial Positions None Campus Safety Statistics In accordance with the federal requirements that apply to all colleges and universities, we wish to inform you that Adrian College posts its annual statistics on campus crime on its web site ( www.adrian.edu/student_life/safety.html ). Upon specific written request, we will provide you with a paper copy of that report.
ED344873 1992-05-00 Supervision Of Student Teachers. ERIC Digest. This ERIC Digest focuses on the student teacher, the schoolbased cooperating teacher, and the university supervisor, all of whom form a supervisory triad. Barriers to improved student teaching http://www.ed.gov/databases/ERIC_Digests/ed344873.html
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).
Student Evaluation Of Learning And Teaching: Forms of a student s research that culminates in the student writing a research supervision, oneto-one teaching situations or one-to-one supervision in clinical http://www.flinders.edu.au/teach/SET/forms.htm
Extractions: Feedback on SET ... Question Bank(MS Word) Staff requesting evaluations need to use the combined administration and evaluation forms listed below. Download the evaluation and administration form/s you require using the following links. Student Evaluation of Teaching Student Evaluation of Topic Student Evaluation of Supervision Help Standard Teacher SETe Consider using this questionnaire for student feedback on the use of different components in the topic delivery, independent of the teacher(s) presenting and interacting with the material and students, such as the use of lectures, group work, practicals or WebCT. It can also be used in conjunction with an individual teaching questionnaire.
Supervision Of Student Teachers. ERIC Digest. This ERIC Digest considers the barriers to improved student teacher supervision, identifies approaches to overcoming such barriers, and describes collaborative 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).
