ASU CoE Professional Field Experiences -- Student Teaching a student teacher; successfully complete the 6hour Assessment and supervision of Instruction (ASI) Certification Course prior to accepting a student teacher. http://coe.asu.edu/pfe/student_teach.html
Extractions: Student Teaching is the capstone field experience of the ASU student's professional preparation for a teaching career. It is a full-time apprenticeship as an ASU student that encourages and supports pre-service teachers as they grow and evolve developmentally to become competent and qualified professionals. This means that a student teacher will be required to register for full-time status at ASU and to be in the field for 15 weeks, 5 days a week, all day. Student teachers work one-to-one with a veteran teacher , who will serve as a mentor. Student teachers will also be assigned to a university supervisor who will observe instruction and provide specific staff development seminars to meet the changing needs of the student teaching semester. About Qualifications to Student Teach
Extractions: Student Teaching is the capstone field experience of the ASU student's professional preparation for a teaching career. It is a full-time apprenticeship as an ASU student that encourages and supports pre-service teachers as they grow and evolve developmentally to become competent and qualified professionals. This means that a student teacher will be required to be in the field for 15 weeks, 5 days a week, all day. Student teachers work one-to-one with a veteran teacher , who will serve as a mentor. Student teachers will also be assigned to a university supervisor who will observe instruction and provide specific staff development seminars to meet the changing needs of the student teaching semester. About Qualifications to Student Teach
Teacher college. And you must take certain courses in education and be a student teacher, under the supervision of an experienced teacher. To http://www.bls.gov/k12/html/red_002.htm
Extractions: more information Source: Bureau of Labor Statistics Top What these workers do Kindergarten and elementary school teachers teach children to read, write, speak, do math, and much more. They use games, music, art, films, computers, and other tools to teach children basic skills. When children learn, they feel good and will do well in school later on. When they grow up and go to work and become parents, they will do a good job because of what they learned when they were young. Most kindergarten and elementary school teachers teach several subjects to one class of children. In some schools, two or more teachers work as a team. They teach a group of students at least one subject. In other schools, a teacher may teach one special subject to a number of classes. Usually they teach music, art, reading, science, math, or gym. Some teach classes of students from different grades. Kindergarten and elementary school teachers may write with chalk on a chalkboard or with markers on a dry-erase board. They also may use videos, slides, overhead projectors, or computers. All these things help children learn in different ways. With computers, children can talk with students in other countries. Computers also help students solve math problems. Sometimes they help children learn to speak English better. Many teachers use computers to record the children's grades. Teachers have to keep learning to make sure that they know how to use computers and other machines in their classes.
Extractions: Advanced Search Home A-Z Topic Index Help ... Becoming a Teacher Experienced teachers are skilled teachers who operate under general direction with clear guidelines, established work practices and documented priorities. These teachers teach a range of students/classes and assist in the implementation of school priorities by performing subject and/or student co-ordination roles and/or school organisation roles.
Office Of Field Support Services: Guidelines For Supervision is the belief that professors in charge of teacher education programs need to be linked to the key program activities of supervision, student teaching and the http://www.tc.columbia.edu/ADMINISTRATION/ofss/guidelines.htm
Extractions: at Teachers College, Columbia University Guidelines for Student Teaching Supervision Supervision is an integral part of each teacher education program at Teachers College. Consequently, professors in preservice programs take it upon themselves to be involved at some level in the placement of student teachers, visits to student teachers, identification of supervisors, and instruction in the student teaching seminar. In addition, since student teaching is the cornerstone in teacher education, the professor is involved in the design and implementation of this key experience in the M.A. program. It is expected that those professors who actually supervise student teachers and teach the student teaching seminar as part of their load will be responsible for the equivalent of supervision of three student teachers per semester. Some of the professors will discuss video tapes at the college, others will visit six teachers, once a year. When the professor teaches the student teaching seminar, she meets with supervisors in their scheduled meetings. If there are more than three student teachers in a semester, additional funds for the supervisors will be provided on a per student basis. Thus, the hiring of supervisors for student teaching is only possible if a professor teaching the course has more than a base of three students.
Untitled Document offer the opportunity for students to freely Personal, individualized instruction and supervision distinguish UCR s teacher education programs. http://www.education.ucr.edu/teach/
June 8, 2004 - ResearchBrief change the way in which teachers teach, nor does it Effects on academic achievement, student behavior, and 2004 by Association for supervision and Curriculum http://www.ascd.org/publications/researchbrief/
Extractions: Reflections on Brown v. Board : The Long-Term Effect of Desegregated High Schools How did efforts to desegregate high schools affect the graduates of those schools and the broader society in which those graduates lived? Through the Brown v. Board of Education decisions, the U.S. Supreme Court ruled that the system of separate schools for black students and for white students was inherently unequal and that integration of these schools must proceed with all deliberate speed. In the 50 years since those rulings, African Americans have made significant progress in increasing high school completion numbers, improving academic achievement, increasing college enrollment, and attaining advanced degrees, as well as accessing and integrating employment and the broader society. More recently, however, many schools have once again begun to segregate. Previous efforts to integrate the schools, such as busing and affirmative action, are ending, and serious disparities remain in academic achievement, graduation rates, and participation in higher education. Although many studies have looked at these quantifiable results of desegregation efforts, few have attempted to describe just how the desegregation efforts actually affected students and communities. The current study attempts to do that by examining the beliefs and achievements of individuals who graduated in 1980 from six desegregated high schools.
Spring 2001 - Journal Of Curriculum And Supervision prospective cooperating teachers described their conception of clinical supervision and their plans for implementing the approach with a student teacher. http://www.ascd.org/publications/jcs/2001spring/abstracts.html
Extractions: Designing Evaluation Systems to Inform, Reform, and Transform Professional Development Schools Cynthia J. Reed, Frances K. Kochan, Margaret E. Ross, and Richard C. Kunkel This article presents the insights gained as we collaborated with school, college, university, and community colleagues in designing and implementing a comprehensive evaluation system for a coalition of professional development schools (PDSs). We begin with a brief overview of the history of professional development schools as an avenue for professional development and educational reform. The evaluation system described emphasizes issues related to establishing standards and judging effectiveness, while remaining aware of the necessity for developing practical meanings to guide each partnership. We share a set of assumptions to consider when designing a PDS evaluation system, then present a description of the context and how the system has been used to inform, reform, and transform curriculum, instruction, and institutional structures, roles, and relationships. We conclude with a brief discussion of findings from the evaluation. Table of Contents Buy the Article
Preservice - Placements And Supervision Challenges Yet these are the individuals charged with evaluating a student teacher s teaching, including, in the case of North Carolina supervisors observed at the ASU 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.
Day Off For Cooperating Teachers teachers. Any employee who supervises a student teacher shall be given one day off as compensation for this supervision. This day http://www.edb.utexas.edu/career-field/dayoff.html
Extractions: (Austin I.S.D.) SUBJECT: For the 2003-2004 school year we will continue the practice of offering a comp day for teachers supervising student teachers. Any employee who supervises a student teacher shall be given one day off as compensation for this supervision. This day shall occur during the time the student teacher is doing "total teach" and will be administered by the local campus. This day will not affect the supervising teacher's attendance record or cause additional cost to the District. This process should be administered solely at the local campus. Teachers should NOT report this time off on any attendance documents. This "day off" will NOT be tracked on a teacher's central office attendance records.
Extractions: S TUDENT T EACHING Table of Contents Student Teaching Students preparing for careers in teaching spend one full semester observing, assisting, and teaching in school settings. Student teaching positions are coordinated by the Office of Teacher Education Services through various School Personnel Offices in the area. Students may request assignments to a desired school or school division when they prepare their Request to Student Teach. However, such requests are not guaranteed. Old Dominion University seeks to place students with cooperating teachers who are experienced and successful. OTS Faculty carefully review the assignments to make sure that the placement is satisfactory. Students should not attempt to coordinate their own placements. Technology Education student teachers typically complete two experiences in different schools, one a middle school and one a high school. Normally, Marketing Education student teachers are assigned to one high school. Students admitted to student teaching must meet all requirements of the Darden College of Education state-approved programs in their teaching fields. In addition, students must achieve at least a 2.5 grade point average and receive the approval of their program leader regarding professional competence and personal characteristics. All programs, require that students pass the University Exit Examination of Writing Proficiency prior to student teaching. Clearance for speech and hearing and a negative tuberculin test are required prior to student teaching.
College Of Education: Student Teaching coordinator. Legal Responsibilities. The student teacher is not licensed and, hence, must work under the supervision of certified personnel. http://coe.memphis.edu/TCED/StudentTeaching.asp
Extractions: bruce.white@unisa.edu.au This paper focuses on student teachers' perceptions of the use of email to support communication between university lecturers and student teachers during their final school experience. Two emerging trends from the 90's have contributed to this study. Firstly, changes have been made to how the practicum is conceptualised, structured and supervised as a result of funding problems and an increased awareness of the constraints associated with traditional practicum programs. Secondly, computer mediated communication has been used increasingly by tertiary institutions for course delivery however the application of ICT to the practicum is still a relatively new area. Our study was guided by the following questions: How can ICT be used most effectively in the practicum? For whom? In what contexts? What is the mode of thinking behind their use? Introduction Practicum reform, or ways of rethinking the practicum in order to enhance learning outcomes for all participants in the practicum, has been occurring in many professional education programs, both in Australia and overseas, in the last decade (Zeichner, 1990; Cochran-Smith, 1991; McIntyre, 1991). In teacher education in Australia for example, practicum programs have been reconceptualised and restructured based primarily on the concepts of reflection, partnerships and collaboration (Dobbins, 1993). It is only recently however that the use of ICT in the practicum is being seriously considered, beyond its relevance in the administrative area (Sumsion, 1997). Sumsion argued that given the "newness of the area" and given the "scarcity of relevant evaluative studies", there is a need to establish a research agenda in this field. This is beginning, with the literature containing
MOST FREQUENTLY ASKED QUESTIONS receive university credit for student teaching must register for the course and complete the experience under the supervision of a cooperating teacher in the http://www.udel.edu/teachered/sttch/faq.html
Extractions: Q: When must I apply to student teach? A: You must apply to student teach in December of your junior year. You must submit your application for student teaching in February, if you plan to student teach in the following fall or spring semester. Q: I will be registered for only nine credits during student teaching. In order to maintain my financial aid and my health insurance, I need to be a full-time student, which is twelve credits. Since we are strongly encouraged not to take additional courses during student teaching, what can I do? A: You will need to contact the Director of Clinical Studies. The Director will write a letter for you indicating that your enrollment in student teaching is considered to be full-time. Q: The result of my Tuberculin test was positive. Does this mean that I cannot participate in clinical experiences in the schools? A: You can participate in clinical experiences in the schools, however, you will need to get documentation from your health care provider indicating that while you have a positive Tuberculin test, you do not have an active case of the disease. Q: Im in a wedding during student teaching.
Summer 2004 Course Syllabus: Supervision Of Student Teachers COURSE NAME supervision of student teachers. COURSE OBJECTIVES · Identify the role of the cooperating teacher in the supervision of student teachers. http://www.uwgb.edu/outreach/educ/Summer2004/Syllabi/0893B.htm
Extractions: REQUIRED READINGS: Schaal, Helen: Supervision of Student Teachers Handouts (provided by instructor) Glickman, C.D. (2002). Leadership for learning: How to help teachers succeed . Association for Supervision and Curriculum Development. ASSIGNMENTS: I. Prepare a statement of your philosophy of teaching. due August 5, 2004 due August 5, 2004 III. Prepare an expectations/orientation handbook for use with the student teacher. due August 5, 2004
Site Map one section of C T4047, under the supervision of Professor is a fulltime, international, scholarship student in the She was previously a teacher of students http://www.teacherscollege.edu/administration/ncate/Learning-Disabilities/facult
Extractions: TC NCATE MAIN TC NCATE Home Assessment Plan About Accreditation Conceptual Framework ... Site Map ABOUT PROGRAMS Program Description Criteria for Admission Courses of Studies Field Experiences, Student Teaching, and Internships ... Program Location Program Faculty Program Graduates Course Syllabi Program Standards NCATE GENERAL NCATE Website our programs and we are trying to include persons with disabilities among our faculty. Furthermore, we believe that doctoral students need experience teaching in higher education. They typically teach the first time with a fulltime faculty member as a Teaching Assistant. If all goes well, they then teach under supervision, and then finally alone. Also please note that we are now conducting a search to replace a fulltime, assistant or associate, tenure-track professor. Typically, we have two fulltime professors, one fulltime instructor who is always an advanced, dissertation-level doctoral student, and an administrative assistant. D. Kim Reid
STT 399.72 Student Teaching In Physics assuming full responsibility for a group of learners under the supervision of an expert teacher. Assignments are made on the basis of the student s area of http://www.phy.ilstu.edu/faculty/wenning/ptefiles/399.html
Extractions: Realizing the Democratic Ideal: Teacher Education at Illinois State University STT 399.72 STUDENT TEACHING IN PHYSICS DEPARTMENT OF PHYSICS Spring Semester, 2004 (final: last updated 2/08/2004) Catalog Description: STUDENT TEACHING 8 s.h. Spring Directing the learning of pupils; participating in school and community activities; assuming full responsibility for a group of learners under the supervision of an expert teacher. Assignments are made on the basis of the student's area of specialization. The student's transcript indicates the area in which student teaching was completed. WARNING: Associated with this course is one or more NSTA-mandated summative performance assessments linked with Professional Studies' Exit from Student Teaching gateway. Failure to adequately demonstrate the required competencies in a timely fashion will result in the teacher candidate being ineligible for the state teaching certificate. (Effective 2003-2004 school year.) Name: Carl J. Wenning, Coordinator
Teach English As A Second Language Each student teacher is assigned to a Supervisor for regular assessment and they will help them as far as possible concerning progress, complaints resolutions http://www.ajarn.com/APEC.htm
Extractions: Teach English as a Second Language (TESL) in Thailand The course is accented on the practical, every-day aspects of the reality of teaching English, as a second language to Thai students, and requires Student Teachers to complete a 120-hour course. Comprising 80 hours of theory, and 40 hours of supervised practical teacher observation, assistance, lesson planning, and delivery to Thai students in their school class environment. The Course Curricula There are two curricula: - The main course curriculum book is, 'Teaching English as a Second Language in Thailand, and developed for TESL Student Teachers, as well as for those people with overseas qualifications wishing to upgrade their skills and knowledge, preparatory to teaching in Thailand. The material covered inclu des: - Thai cultural norms for the new NESB Teacher in the Teachers room, playground and classroom.
Molding Effective Teachers student teachers often receive inadequate supervision, teach in lab schools rather than real ones and feel too vulnerable to ask advice from colleagues or http://www.apa.org/monitor/sep03/molding.html
Extractions: Print version: page 50 When APA President Robert J. Sternberg, PhD, was in elementary school, his teachers took one look at his low IQ score and lowered their expectations. The result was a self-fulfilling prophecya cycle of low achievement that didn't stop until a fourth-grade teacher named Mrs. Alexa decided he could do better. "She thought I had the ability to do well and conveyed that to me," says Sternberg, now the IBM professor of psychology and education at Yale and director of the university's Center for the Psychology of Abilities, Competencies and Expertise. "I wanted to meet her expectations and did." Sternberg's later research confirmed what his experience suggestedthat students do better when teachers like Mrs. Alexa help them recognize and capitalize on their strengths. It also inspired his APA presidential initiative called "Education That Works for All Children," which aims to reform the educational system to better serve the needs of all children, whether they're strong in such traditional skills as memory and analysis. In line with Sternberg's campaign, more psychologists are bringing their expertise to bear on such questions as what defines a high-quality teacher and what practices represent effective teaching.
