41. Student Teaching Resources At Questia - The Online Library Of The Effects of student Teaching and Pretesting on student teachers Attitudes, in Journal of teacher supervision That Works A Guide for University Supervisors http://www.questia.com/popularSearches/student_teaching.jsp

42. KSU College Of Education - Students students are assigned by university personnel to an accredited elementary or secondary school to teach under the supervision of an experienced teacher or http://www.educ.ksu.edu/students/undergraduate/secfeatures.html

Prospective Students Undergraduate Graduate Scholarships and Financial Aid ... Jobs You are here: College of Education Students Undergrads Secondary Ed Secondary Education Program Overview Additional Features 1. Professional Semester A brochure entitled Professional Semester Information Currently there are two programs through which a student may choose to student teach: (a) the standard program, (b) the Multi Institutional Teacher Education Center (MITEC) program. If you choose the standard program, students in secondary education will generally student teach within a 45 mile radius of Manhattan. Students in elementary education will generally student teach in a professional development school within a 20 mile radius of campus or in Topeka. You may commute to the student teaching site or live in the community in which you are placed for student teaching. A student may wish to choose the Kansas City area MITEC program for student teaching. Students who choose the MITEC program are normally placed in one of the following school districts: Kansas City, Shawnee Mission, Olathe, Blue Valley, Piper or Turner. Required seminars are held each week. For information about the various student teaching programs, you may inquire in the Center for Student and Professional Services, Bluemont Hall 13.

43. LHU Accredication cooperating teachers (1) a graduate course supervision of student teachers (taught both on campus and online, (2) a new cooperating teacher training workshop http://www.ncate.lhup.edu/PDE_Info/Institutional_Report/IR_standard6.htm

Expand Collapse Site Navigation Updates ... Exhibit Room General Standard VI: Student Teaching The preparing institution shall that candidates for initial instructional I certification complete a minimum of 12 week full-time student-teaching experience under the supervision of qualified program faculty and cooperating teachers. The University recognizes the importance of cooperating teachers in helping our students integrate theory into practice in the classroom. Currently LHUP has variety of methods to help cooperating teachers: (1) a graduate course Supervision of Student Teachers (taught both on campus and on-line, (2) a new cooperating teacher training workshop held once each semester, and (3) an On-line module for promoting effective cooperating teachers. ( Link to site Student teachers are observed and given feedback on a regular basis by cooperating teachers on the Student Teaching Observation Form . Additionally, the university supervisor observes the student teacher at least twice each placement and collaborates with the cooperating teacher and student teacher to determine areas of strength and areas in need of improvement. If a student teacher is having difficulty, more frequent observations and contacts are made. A Student Teaching Competency Form PDE 430 Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice During the student teaching experience, students also attend the

44. Hosting served. J. District teachers, generally, will be limited to not more than 14 weeks of student teacher supervision per year. K. teachers http://www.bloomington.k12.mn.us/distinfo/Staff_Development/Hosting/hosting.html

Adopted: February 14, 2000 Contact Person: Director of Staff Development Policy 430 STUDENT TEACHERS I. PURPOSE The Board recognizes the importance of collaborating with institutions of higher learning to assist in the preparation of future teachers. The District will ensure this process is conducted in a manner that benefits Bloomington students. II. GENERAL STATEMENT OF POLICY A. The Office of Staff Development will manage student teacher placements within the District. B. Teachers, and principals or the designees of principals, have the responsibility to nurture student teachers and to cooperate, to the extent possible, with the teacher preparation program that has sent the student teacher. REGULATION 430 STUDENT TEACHERS A. The Office of Staff Development will maintain a written record of who is student teaching in the District. This record will include where and when such placements are made. B. Requests to student teach in the Bloomington schools will be considered only upon receipt of official paperwork from accredited teacher preparation programs who have agreements with the District. Requests must be made in writing to the Office of Staff Development and need to include transcripts and an autobiography of the candidate seeking placement. The District may set deadlines for applications. C.

45. Supervisor Guide Guide for Mathematics student teacher Supervisors. Before each observation visit, the student teacher should submit lesson plans to the supervisor. http://web.ics.purdue.edu/~mhjalma/supervision/visit_procedures.html

Guide for Mathematics Student Teacher Supervisors Home Introduction Visit Procedures and Suggestions Time Line ... Web Sites Additional Resources Purdue School of Education Office of Professional Preparation and Licensure Office of Field Experiences Visit Procedures and Suggestions During the semester of student teaching there should be 4-5 visits to the student teacher. This means the supervisor visits approximately every other week. Each visit should be documented (brief notes about meetings, observation forms, summaries of evaluative conferences). It is recommended that the supervisor make one introductory visit to the cooperating teacher before the student teaching begins to discuss expectations for the student teacher, the cooperating teacher and the supervisor. Meeting the principal and other relevant staff can be done at this time as well. The first visit to the student teacher should be during the first two weeks of student teaching. During this time, the student teacher may not be teaching any classes. The purpose of the visit is to meet with the student teacher and the cooperating teacher to develop a plan for the semester. This may include approximating times when the student teacher will begin teaching each class, discussing general classroom procedures, expectations for the student teacher, and scheduling future visits at appropriate times. Subsequent visits should include observing teaching by the student teacher. Use an

46. NCAE | Time To Teach Position Paper in the hallways between classes, during a lunch break (provided the teacher does not have the responsibility of direct supervision of students during this time http://www.ncae.org/structure/beliefs/positions/timetoteach.shtml

TLC Legislation News Benefits ... Position Papers Time to Teach: Position Paper by the NCAE Center for Teaching and Learning .rtf dowloadable copy North Carolina, while receiving national acclaim for the ABC’s plan and heightened accountability for schools, must now take a stand in providing educators the necessary time to collaborate, plan, and implement strategies to meet the needs of all children. NCAE’s belief is that even skilled, veteran teachers would be more effective if given the necessary time. Certainly new teachers who are often immediately overwhelmed and likely to leave the profession would benefit from increased time to plan, to set goals for their students as well as for themselves professionally, and to collaborate with other educators who can share what has worked in their classrooms. By offering and/or increasing planning time for teachers, student achievement is more likely to rise and teachers are more apt to remain in the profession. Time for Professional Development Accountability Working Conditions and Teacher Retention Strategies The first step in providing the crucial time teachers need to plan is the recognition that an educator’s work involves far more than standing in front of a classroom. Failure to acknowledge this places the responsibility of any school and/or pedagogical reform on the backs of the teachers’ own time. Meanwhile, the papers still need to be graded and the phone calls home to parents still need to be made, just to name a few of the duties teachers perform outside the traditional workday.

47. Janet Zullo In addition to the field work supervision, the instructors teach associated seminars for the student teachers. In the fall, we supervise http://www.dartmouth.edu/~educ/zullo.html

Janet Zullo Instructor Supervisor of Elementary Teacher Education Program Department of Education BA, University of New Hampshire MEd, Antioch New England Graduate School Phone: (603) 646-3063 Email: Zooey@Dartmouth.edu Office: 212 Raven House Courses Taught by Instructor Zullo Education 41: Methodology of Elementary School Teaching Education 42-4: Seminar to accompany the student-teaching practicum Education 86: Topics in Mathematics, Science and Technology Instruction Zooey on Her Role in the Department: "The teacher education program instructors are the primary liaisons between the Department of Education and the greater community, forming the third party in our department's undergraduate student teacher/local teacher relationship. Together, the local teacher and the department instructors provide the Dartmouth undergraduate student teacher with professional and personal support throughout the student teaching experience. In addition to the field work supervision, the instructors teach associated seminars for the student teachers. In the fall, we supervise and evaluate student teachers in their full-time student teaching and lead an associated advanced seminar for these students. In the spring term, we teach a general methods course. Throughout the year we advise and sceen applicants for the teacher education program and arrange field placements in partnership schools." Home Courses Research Teacher Education ... About this Department

48. Global Student Teaching, Handbook teacher, such as helping at school events and assisting in study hall or lunchroom supervision. Read school bulletins, teacher and student manuals, and other http://www.mrs.umn.edu/cerp/prst/handbook.htm

We have a new address: http://globalst.org

49. Kalamazoo College Education Department Website - Supervising Teachers the Kalamazoo College Education department awards the Pauline Byrd Johnson Award for recognition of outstanding teaching and supervision of a student teacher. http://www.kzoo.edu/educ/supervisingteachers.htm

var contact_email="fcochran@kzoo.edu"; //put your own contact email here //set the main navigational section you are in to true; sectionAbout=false; sectionAcademics=true; sectionAdmission =false; sectionAlum =false; sectionGive = false; sectionNews =false; sectionResources =false; sectionSports =false; sectionStudent =false; Kalamazoo College Education Department Supervising Teachers History of a Partnership The Kalamazoo College Education Department has been privileged to have some of the best secondary teachers in West Michigan (and beyond) mentor our student teachers in their classrooms. Although most of our students complete their student teaching in southwest Michigan, our department strives to place students in a variety of different locations all over the world during their 11-week internship period. Through all of our success, our department could not produce as many outstanding teachers as we do without the invaluable help of the program's amazing supervising teachers. Becoming a Kalamazoo College Supervising teacher Many of our students' classroom placements are initiated through the Education department's communication with individual school's administration. To become a mentor teacher, the facilitating teacher must a) work for a school fully accredited by the Michigan Department of Education b) be a tenured teacher c) teach in grades 7-12 and d) teach a subject our college certifies in. If you are interested in becoming a supervising teacher for a Kalamazoo College Education student, please contact our office (Olds-Upton 306, (269) 337-7033) or email Fara Cochran at

50. Tower School Of Music - Wartburg College Music Department: Wartburg College - Wa supervision After training in teaching methods and materials, student teachers are observed in teaching according to the number of students they teach. http://www.wartburg.edu/music/tower.html

MUSIC DEPARTMENT Tower School of Music Wartburg College Preparatory Program Students from the community receive weekly individual lessons in a variety of instruments. Student teachers qualify for teaching by satisfactorily passing requirements in theory, performance and pedagogy. The Tower School of Music is a great experience for students and college music education students alike to benefit through one-on-one instruction. Information for those interested in receiving lessons: Student expectations: Performance classes: Community students attend a performance class (held twice per semester) in the Fine Arts Center. Although not required, attendance and performance are definitely encouraged by teachers as a means to develop skill in public performance. Performance dates are found on the registration form. Dress for performance classes is casual. Change of teachers: Because student teachers keep accurate records on each student regarding materials and levels, it is possible for students to change teachers within the program successfully. In the case of a graduating teacher, another teacher will be assigned who will make a point of meeting the student and parent before the first teacher leaves.

51. Teacher Preparation Program A student teaching is a full semester of fulltime work in an actual classroom under the supervision of a cooperating teacher and a university supervisor. http://www.camden.rutgers.edu/dept-pages/education_ugrad/FAQs.htm

University Home Page Rutgers-Camden Teacher Preparation Program Frequently Asked Questions Q Can courses in Education or other disciplines taken at another college be used to satisfy the requirements for certification at Rutgers-Camden? A Yes! All pertinent courses that are accepted by the college can be used to satisfy teacher certification requirements. Q Are there any requirements for certification beyond student teaching? A Yes! The State of New Jersey requires a passing score on the appropriate PRAXIS II test. Q When should I take the PRAXIS II test? What test(s) do I need to take? A You should take the PRAXIS II test immediately prior to your student teaching semester. The State of New Jersey requires specific tests for each area of certification. This list can be accessed directly at http://www.state.nj.us/njded/educators/license/1112.htm Q What role does the Teacher Preparation Program play in the Praxis test program?

52. Guide To Student Teaching Supervision Guide to student Teaching supervision. Conferences should be held frequently between the supervising teacher and student teacher. http://www.nmu.edu/education/supervision/contents.htm

Home Student Teaching Information Guide to Student Teaching Supervision Office of Field Experiences School of Education Northern Michigan University 1401 Presque Isle Avenue Marquette, MI 49855 Phone: (906) 227-2160 FAX: (906) 227-2764 Rodney Clarken Director of Field Experiences Email: rclarken@nmu.edu Annette Brown Secretary, Field Experiences Email: abrown@nmu.edu Website: www.nmu.edu/education Table of Contents The entire guide is available in MS Word Introduction Philosophy of Teaching Program Goals of the Student Teaching Program ... Criteria for an Assessment of Pedagogy Introduction This guide is to provide information for supervising teachers concerning policies related to Northern Michigan University's student teaching program. Northern Michigan University strives for a high quality teacher preparation program based upon the premise of clearly defined purposes and knowledge of the roles of all persons concerned. This guide strives to further this knowledge, to foster a better understanding of the operation of Northern's student teaching program, to clarify the duties and responsibilities of those who participate in the program, to serve as a guide for providing the best possible experiences during student teaching, and to encourage a closer partnership between the University and the cooperating schools and teachers. A clearer understanding of the policies will assist in these cooperative efforts.

53. JMU - Co-Teaching each containing a different experiment, could be organized with the teacher and student teacher working with the two stations that need the most supervision. http://coe.jmu.edu/esc/Consortium_Co-Teaching.shtml

Search JMU Web Find JMU People Site Index ESC HOME ... CHECK STATUS PUBLISHER: Education Support Center MSC 1102, Harrisonburg, VA 22807 PHONE: (540) 568-6274 FOR INFORMATION CONTACT: Laura Brennan Privacy Statement Last Modified: 5/18/2004 Co-Teaching Some Approaches to Co-Teaching The MidValley Consortium encourages clinical faculty and student teachers to focus on improving K-12 student achievement through a variety of co-teaching strategies. Co-teaching is a major emphasis during clinical faculty training. Five co-teaching approaches are briefly discussed below. They include: one teach, one support parallel teaching alternative teaching station teaching ; and team teaching For a more detailed discussion of these strategies, with helpful implementation suggestions developed by experienced clinical faculty, please see Partners for Student Achievement: A Co-Teaching Resource Handbook. ONE TEACH, ONE SUPPORT With this model one teacher has the primary responsibility for planning and teaching, while the other teacher moves around the classroom helping individuals and observing particular behaviors. For example, one teacher could present the lesson while the other walks around or one teacher presents the lesson while the other distributes materials.

54. Secondary Teaching Practica, Practicums/Field Studies, Undergraduate Concentrati student Teaching provides a developmental training in teaching and teaching under the supervision of master teachers in the teacher training schools. http://www.sesp.northwestern.edu/Programs/ugrad/PracticumSecondTeach.html

Search Northwestern Search Help SESP ... School of Education and Social Policy PROGRAMS Undergraduate Concentrations Practicums/Field Studies PROGRAMS PEOPLE PROJECTS PARTNERS General Information Overview Admissions/Transfers Degree Requirements Course Info ... Forms/Handbook Concentrations Human Development and Psychological Services Learning and Organizational Change Secondary Teaching Social Policy For Undergrad Community Announcements Certificate/Honors Practicums/Field Studies Involvement/Work Study Abroad Contact Frequently Asked Questions ... Summer Field Studies Secondary Teaching Practica Junior Year Practicum Programs Undergraduate Concentrations Practicums/Field Studies Secondary Teaching Practica Secondary Teaching Practica Secondary Teaching students complete three experiences: Sophomore Year (winter quarter) Introduction to Schooling in Communities (TEACH ED 304) Includes 40 hours of work with a community organization. Junior year (spring quarter) Practicum/Field Studies (TEACH ED 378 or 379) 100 hours of work in a classroom assisting a cooperating teacher.

55. C I C S Graduate Brochure heads, and curriculum and supervision curriculum coordinators. career aspirations, including eventual teacher certification. A student studying fulltime can http://www.ed.psu.edu/ci/cs_grad_brochure.asp

56. Marketing Education At Bowling Green State University in a 10 to 16-week student teaching experience to assume the responsibilities of a full-time marketing education teacher under the supervision of a http://www.bgsu.edu/offices/admissions/choose/cgs/mkte.html

Marketing Education at Bowling Green State University Bachelor of Science in Education College of Education and Human Development The marketing education program offers a unique opportunity to students interested in both teaching and the world of business. Some graduates earn teacher licensure in marketing education while others take advantage of numerous business careers. Career Opportunities The demand for qualified marketing education instructors in high schools continues to be greater than the supply. Public schools, community and technical colleges and personnel training departments in business and industry all need teachers. Under Ohio licensing requirements, BGSU graduates are licensed to teach marketing and basic business subjects from grades four and beyond. They currently hold positions such as instructors, administrators, guidance counselors, state administrators, curriculum specialists, university professors and researchers. Graduates who teach marketing education in public schools are often known as "teacher-coordinators." They teach classes including e-commerce, personal selling, advertising, business operations, employee supervision, fashion merchandising, hospitality management, travel and tourism, and entrepreneurship. Teacher-coordinators also consult with businesses in the community to coordinate supervised on-the-job training for students and design training programs for local business employees. Advising the program's student organization, DECA, is another responsibility.

57. WIU Undergraduate Catalog 2001-2002 -- Educational Administration & Supervision The student teaching component of the Department of Educational Administration and supervision serves all University departments offering a teacher http://www.wiu.edu/users/miprov/ugcat/01/edadmin.shtml

Academic Calendar Introduction Colleges A ... WIU Home Page Chairperson Office: Horrabin Hall 99 Telephone: 309/298-1070 Fax: 309/298-2222 Faculty: Cook, Davidson, Freeman, Garton, Hall, Kaisen, Manges, McCaw, Nelson, Nielsen, Pierson, Rittenmeyer, Rothberg, Smith-Scripps, Stickney-Taylor, Taylor, Yonke. Student teaching is the process whereby a prospective teacher candidate demonstrates his/her competence as an effective beginning teacher. Each student teacher is expected to possess, or develop, the knowledge, skills, and attitudes needed to manage successfully a classroom teaching learning situation. The student teaching component of the Department of Educational Administration and Supervision serves all University departments offering a teacher certification option. Students seeking a teaching certificate are required to successfully complete one semester of full-time student teaching. See Teacher Certification for additional information. For courses in the department other than student teaching, see the graduate catalog.

58. REPORT ON GRADUATE STUDENT TEACHING AT RICE a combination of coursework, teacher training of assistants by their supervising faculty, and regular supervision and guidance during the student’s teaching http://rgs.rice.edu/Grad/News/tfreport/

Rice University - Houston, Texas Today is Friday, June 11, 2004 REPORT ON GRADUATE STUDENT TEACHING AT RICE Comments on this Report Submitted by the Task Force on Graduate Student Teaching, 11/12/99 Graduate student teaching is an integral part of the life of research universities. On the one hand, graduate students perform teaching activities that are often indispensable to the undergraduate curriculum; on the other, teaching activities are indispensable to the training of graduate students, especially those who are preparing for academic careers. Ideally, these two functions would complement each other. Yet the dynamics between the needs of the university and the interests of graduate students can also lead to conflicts that range from concerns about the exploitation of graduate student instructors to concerns that graduate students do not have access to necessary teaching opportunities. Graduate student teaching, of course, is also an integral part of our university. However, heretofore there has been no systematic inquiry into how this teaching is structured in our many and diverse graduate programs. While it is unlikely that Rice will face the kinds of struggles that larger research institutions recently have experienced, i.e. graduate student strikes and struggles over unionization, it is important to insure that fair and constructive policies govern graduate student teaching on our campus. In the spring semester of 1999, Vice Provost for Research and Graduate Studies, Jordan Konisky, asked Susan Lurie, Associate Dean

59. Student Evaluation Of Learning And Teaching : Instructions The requester’s supervisor will also receive an of the results of the standard teaching questions The original evaluations completed by the students will be http://www.flinders.edu.au/teach/SET/

SET Home SET Support SET Forms Feedback on SET ... Question Bank(MS Word) Student Evaluation of Teaching Purpose of SETs The Process The Questionnaires The Results ... Additional Information Purpose of Student Evaluation of Teaching The purpose of student evaluation of teaching is to provide staff with valid and reliable information with which to make informed decisions about improving student learning outcomes. Student Evaluation of Teaching is only one of the necessary components for making such informed decisions. The use of other methods, such as reflective practice and peer review , student assessment results and teaching portfolios is encouraged in order to construct an informed view of the learning and teaching being evaluated. Evaluation is a positive process and should be used for the enhancement of staff development and student learning. The Process Ensure that Adobe Acrobat Version 5.0 is loaded on the computer. Instructions for how to do so are available at

60. Field Experience-Frequently Asked Questions and supervisor. The other experience may be in the student teacher’s classroom with a site mentor and a university supervisor. http://lynx.csusm.edu/coe/fieldExperience/faqs.asp

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