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
CEIS >> STUDENTS SERVICES >> Services >> Directed Teaching 4. Placement of student Teachers 5. supervision While Working on an Emergency Credential 6. Courtesy Directed Teaching supervision. http://www.csupomona.edu/~ceis/ssvc/sstuteach.html
Extractions: In the Single Subject program, one block will be at the middle or junior high school level and the other block at the high school level. Normally, the two blocks will be in different districts. Also, Single Subject student teachers may be required to teach more than one grade level in their content area. They must teach four periods of subject area.
Extractions: Directed observation is viewed as a meaningful experience and could include time spent observing the supervising teacher, other teachers in the subject area or grade levels being taught, and other departments, services, or activities of the school. Notes should be made about observations, reflection done, and modifications to own teaching planned as a result of structured observation. Student teaching requires a full-time commitment on the part of the student, and normally no other courses are taken during this period of time. In addition, student teachers are discouraged from holding part-time, evening and weekend jobs. These added demands will cut into time that should be spent planning and preparing lessons and materials, and will diminish opportunities for involvement in after-school meetings and extra-curricular activities.
School Library Media Program - Student Teaching Requirements Observation Visits by University Supervisor The university supervisor (who is usually library media program at SLIS) must observe the student teacher at both http://www.slis.wisc.edu/academic/schoollibmedia/studentteaching.html
Extractions: Contacts Course Listings Curriculum DPI ... Useful Websites REQUIREMENTS FOR SCHOOL LIBRARY STUDENT TEACHERS All school library students, regardless of their education or teaching experience, are required to complete 210 hours of student teaching in the field of school librarianship in order to obtain a teaching certificate as a school library media specialist through the University of Wisconsin-Madison. The components of the student teaching experience include the following: Applying for Student Teaching Application must be made through the School of Education at the University of Wisconsin-Madison. Forms and advice may be obtained in the Office of Educational Placement Services in B117 in the Education Building on Bascom Mall. Application forms must be submitted to the School of Education by November 15 of the year PRIOR to the year in which the student expects to student teach. Securing Student Teaching Placements Students must work with the SLIS coordinator of the school library media program to secure placements. They may request that they work with a particular school librarian, but this choice must be approved by the coordinator. In selecting a cooperating librarian, the coordinator and student must consider the following:
Technology Helps Student Teachers Make The Grade If it grows, it could really change the way student teaching supervision is done. For the evaluations, each classroom was outfitted with digital video http://yubanet.com/artman/publish/article_9697.shtml
Extractions: For the evaluations, each classroom was outfitted with digital video equipment connected to a television monitor. The equipment uses the Internet to send real-time video of the classroom to a computer on Purdue's campus where professors watch student teachers. Similar equipment sends video of the professor back to a screen in the classroom so that students know when they are being observed.
Untitled Document technology infrastructure in place, Krockover said. If it grows, it could really change the way student teaching supervision is done. . http://www.ascribe.org/cgi-bin/spew4th.pl?ascribeid=20040503.140320&time=15 04 P
Student Teaching In The Public Schools My first visit will involve a triad meeting (student teacher, Cooperating teacher, University Supervisor) to discuss expectations and any concerns. http://www.uwosh.edu/faculty_staff/gruendem/stuteach.html
Extractions: Texts A Handbook for Student Teaching (2001). College of Education and Human Servises, University of Wisconsin, Oshkosh. Course Description Observation, participation, and responsible teaching experiences in middle/junior high school under supervision. Prerequisite: Admission II. Student Competencies: Write lesson plans appropriate to health education in the middle school Read and research materials for health education units taught Deal with student behavior issues, classroom management Work with individuals as learners, address different learning styles Self-assessment, and evaluation in teaching health education Teach in the three domains: affective, cognitive, behavioral (skills/provide practice) Value comprehensive school health programs as an integral part of the school cirriculum Identify documents, guides, and laws that support the need and delivery of health education in the schools Developement of a philosophy of health education As a student and a teach you are taking on a very unique phase of your professional career. You will be trying new techniques of teaching, learning how to manage a group of children, coordinating efforts with other professional teachers, developing lesson plans, challenging minds, motivating kids, touching hearts, etc. This is truly a unique and very developmentl semester for everyone who gets this far. Good luck! I'll be behind you!
Extractions: Home About Us Registration of Schools Endorsement ... Registered Schools Board Review General supervision includes oversight of the planning and implementation of class programs and professional support with regard to: People who are not qualified sufficiently to be registered by the Victorian Institute of Teaching as teachers and have not been granted Permission to Teach may be neither employed as teachers nor assume responsibility for the behaviour of students or for the educational programs in schools. In such situations these persons must operate under the "direct supervision" of registered teachers. "Direct supervision" by a registered teacher means that at all times the supervising teacher is present with the class and responsible for: the welfare of the students the quality of the learning experiences provided.
Best Bets For Teaching Abroad teaching assistants help teach, tutor and supervise extracurricular activities at tutoring, extracurricular activities and other areas student training. http://www.cie.uci.edu/iop/teaching.html
Extractions: If you are visiting this web site for the first time, please read our FAQ! Internships Research Study ... Summer Programs There are literally hundreds of opportunities for teaching abroad. This page contains links to related web sites , as well as listings of some of the more well-known programs that exist. Most of these teaching opportunities are for people who will have their Bachelor's degree by the time they begin the experience and who are not formally credentialed. The most helpful resources, those with which we suggest you begin your search, are noted with gold stars. If you are a UCI student and decide to participate in one of these, or any other program abroad, you are an IOP participant and need to pick up an IOP Packet from CIE! TeachAbroad.com
Cooperating Teacher Handbook ANSWER As soon as you sense a problem, share your concern with the student teacher and the University supervisor. Together attempt http://www.udel.edu/dcte/ocs/cthandbook/qanda.htm
Extractions: Suggested Procedure for Supervising Student Teachers QUESTIONS AND ANSWERS ABOUT STUDENT TEACHING 1. QUESTION: Why should I volunteer to be a cooperating teacher? ANSWER: By volunteering your services you are demonstrating your sincere interest in the teaching profession and your willingness to contribute to the growth of young, inexperienced teachers. You also make a valuable contribution toward the solution of broader educational problems through your constructive interaction with student teachers that will, as citizens, affect public school programs in their local communities. 2. QUESTION: What is the long-term impact of my contribution to the student teaching program? ANSWER: Each day you work with college students you are making a vital contribution to their future teaching ability, which will in turn gradually influence the lives of hundreds of children and youth.
Site Map supervision will be provided regularly by the Program Director the competencies to be acquired by our students, and of their commitment to teacher preparation http://www.teacherscollege.edu/administration/ncate/ASL/field.htm
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 printer friendly version The program requires two semesters of student teaching. Each semester has field experience and student teaching components. The students in the program need to do field experiences and student teaching in two different grade classrooms and at two different schools. They may opt to do grade 7 through 9ww classrooms in the first semester and then do grade 10-12 classrooms in the second semester, or vice versa. In each semester the students will do field observations for 100 hours and student teach for 20 days. For the first semester, the students will register for the course, HBSE4711 Observation and student teaching, I
Student Teaching Handbook Although the director and the university supervisors will work to support the student teacher s efforts, the student teacher must accept the responsibility for http://www.coe.usu.edu/seced/ofe/handbook99/handbook99.html
Extractions: HOME PAGE SECONDARY EDUCATION STUDENT TEACHING HANDBOOK TABLE OF CONTENTS The General Student Teaching Information For Students and The Role of the Student Teacher sections are on this page. You may either select an item or scroll down this page to review all the information. GENERAL STUDENT TEACHING INFORMATION FOR STUDENTS Online Student Teaching Application Requirements for Entry Secondary Teacher Preparation Evaluation Form - Clinical Experience III in Adobe .PDF Format Evaluation Form - Clinical Experience III in Text Format ... Midterm and Final Student Teaching Evaluation form in Text Format GENERAL INFORMATION ABOUT STUDENT TEACHING No other single phase of the teacher preparation program will likely have as great an impact on you as will student teaching. For the student teaching experience, you will teach in both your major and minor content areas for a minimum of ten consecutive weeks.
Web Cam Aids Student Teaching Supervision Despite the problems with the audio, Wiken and his colleagues believe that using the web cam for supervision of student teachers is a great benefit for all http://www.departments.dsu.edu/news/spotlight/01/webcam.htm
Extractions: DSU Home Spotlight Home Dakota State adds use of web cam to student teaching Dakota State University once again is moving forward with technology concepts. This time the use of a web cam is helping professors and student teachers. Dakota State University assistant professor of education, Dr. Don Wiken, has received assistance from Vickie Venhuizen, elementary principal, and Martin Sieverding, technology coordinator for Menno Public Schools, in efforts to use a web cam for observations of a student teacher. The high speed Internet access provided to the schools by the states Connecting the Schools Project makes things like this possible, said Sieverding. The classroom no longer is limited to four walls. From his office at Dakota State, Wiken can supervise his student teacher, Mark Gemar in Menno, South Dakota. This new technology allows for extra attention if needed, said Gemar. If I have a question over a lesion or a certain strategy that I want to use during a lesson, the web cam allows Dr. Wiken to view the lesson from his office. It also allows for instant visual, audio, or written feedback. With the web cam I can see two-thirds of the students in the video triangle, said Wiken. There really isnt any intrusion in the class, except a computer in the back of the room which everyone forgets about anyway.
Educational Field Experiences to develop teaching competence under the supervision of professionally licensed teachers cooperating with the university in the student teaching program. http://www.bsu.edu/web/catalog_0204work/undergraduate/programs/Programs02/edfdex
Extractions: 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.
TeacherSource . Early Childhood . What Student Teachers Want | PBS about the presence of the student teacher and whether parents have expressed trepidation so the student teacher and the supervising teacher can discuss how to http://www.pbs.org/teachersource/prek2/issues/102issue.shtm
Extractions: For most student teachers, the 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 teacher after completing the student teaching experience, the university supervisor hears comments concerning what these newly minted teachers would tell those students who are about to go through the student teaching experience. Such insights, borne of fresh memories, represent a wonderful opportunity for avoiding some likely bumps and starting the student teaching placement ahead of the game. What You Should Find Out Before the Student Teaching Experience Former student teachers offered a variety of advice for those students preparing to student teach. Typically, the tips concerned either relations and communication with others in the school setting, or instructional/classroom management issues.
North Central College Home Page student teaching supervision requires (a) the supervisor to meet with his/her group of assigned student teachers the first day of the term, (b) meet two hours http://www.noctrl.edu/academics/departments/education/department_site/jobopts.ht
Extractions: Department of Education Job Opportunities in the Department A prerequisite for our positions is that you have taught a minimum of three years in a K-12 setting and have a masters degree. Although there are not specific course needs at this time, we are always seeking resumes from people interested in teaching per course part-time or supervising field experience students per course part-time. Please read the descriptions below and then forward your credentials. Per course part time teaching Links to Program Information Per Course Part Time Teaching The department of education is interested in locating people who would like to teach in the undergraduate teacher education program and/or the graduate program on a per course basis. Our academic year is divided into three ten and a half week terms. Teaching during the summer is possible. General Responsibilities Responsibilities are to (a) prepare a syllabus for the course, (b) prepare materials for the course, (c) teach to engage students' interest and understanding, (d) meet on assigned day and time, (e) provide timely turn around on grading assignments and/or exams, (f) keep office hours, (g) administer course evaluation, (h) submit final grades by the designated due date, (i) return final graded projects to students, and (j) stay in contact with the department chair.
Welcome To Northeastern University - School Of Education Meetings with the clinical triad (student, cooperating teacher and Northeastern supervisor) are held a minimum of three times to support and ultimately http://www.education.neu.edu/under_student.html
Extractions: Student teaching is designed to support students development of their teaching pedagogy. Student teaching focuses on demonstrating in an urban classroom the Massachusetts and Northeastern standards on teaching and learning. Students are placed in cohorts in Boston Public Schools and are assisted by a cooperating teacher, a Northeastern supervisor, a seminar instructor, and their peers. Student Teaching placement and seminar assignments meet the Commonwealth of Massachusettss licensure requirements . With successful completion of Student Teaching, students are eligible to be endorsed by Northeastern University for initial licensure. Student Teaching also meets the undergraduate Experiential Education requirement in the College of Arts and Sciences. To be eligible for Student Teaching, students must have: Been accepted in the School of Education. Completed all licensure courses listed in the Program of Study. Earned a 2.75 QPA with a minimum of C in all education courses.
Indiana University South Bend observation forms from university supervisor and classroom teacher as well as various other forms required by IUSB. Currently student teaching is graded on a http://www.iusb.edu/~edud/stuteach/faq.shtml
Extractions: Academic Programs Ed Leadership Elementary Ed Counseling Secondary Ed ... IU South Bend Home Student Teaching: Frequently Asked Questions (FAQs) If your question is not listed here, we recommend you go to our Student Teaching Handbook where many questions about the student teaching experience are answered. Or feel free to email your question to the director Student teaching is defined as a "full-time, supervised, uncompensated classroom experience," to be completed in a continuous sequence of weeks for the designated time period. You will be supervised by a certified and experienced teacher. The primary objective of student teaching is to provide opportunity for demonstration and further development of instructional competence. While the State of Indiana requires a minimum of four weeks of full-time teaching, we recommend a minimum of 50% of the total time scheduled be spent in classroom teaching, ("Full Teach") which you plan and complete under the direction of your supervising teacher.
3-A: Mentor Teacher placement for preservice students in an elementary setting. supervision and mentoring is essential for the success of the preservice teacher during their http://ed.uwyo.edu/Departments/depteled/3_a/mentor.htm
Extractions: Phase IIIA consists of three six-hour courses: Literacy, humanities, and math/science/technology. These courses are comprised of content and pedagogy in elementary school teaching. Physical education and special education lab components are also included. This practicum is often the first extended placement for preservice students in an elementary setting. Supervision and mentoring is essential for the success of the preservice teacher during their practicum.
