81. Navigating Student Teaching student Teaching supervision Navigating student Teaching Forms. Navigating student Teaching Thrive, Don’t Just Survive student Answers to student Questions. http://www.oswego.edu/CandI/STfaq.htm

Student Teaching Supervision Navigating Student Teaching Forms Navigating Student Teaching Thrive, Don’t Just Survive Student Answers to Student Questions Word version PDF version You hear it over and over, student teaching is the most demanding and the most rewarding course that you will ever take. The good news is that you have all of the stress of a full course load, along with the pressure of teaching full days. Put it all together, and it has been said that student teaching is an 80-hour a week job. The bad new is that you do all of this without the paycheck. With this information to look forward to, there are many tips you will receive on how to survive the student teaching process. Now, this is all well and good, but there are some people who don’t want to just survive. For those who are interested, there are ways to thrive, and not just survive the student teaching experience. Student teachers receive advice from a variety of sources; supervisors, cooperating teachers, and academic advisors. In fact, student teachers receive so many opinions and tips that you can be almost inundated with advice.

82. Decision No. 13,429 by a board of education to provide, under the general supervision of a licensed or certified teacher, direct instructional service to students (emphasis added http://www.counsel.nysed.gov/Decisions/volume34/d13429.htm

Appeal of JOANNE REES and BEATRICE CHACHAKIS from action of the Board of Education of the Middle Country Central School District relating to adaptive physical education. Decision No. 13,429 (June 9, 1995) James R. Sandner, Esq., New York State United Teachers Association, attorney for petitioners, Stuart I. Lipkind, Esq., of counsel SOBOL, Commissioner.Petitioners challenge the decision of the Board of Education of the Middle Country Central School District ("respondent") to allow teaching assistants who are certified to teach physical education, teach adaptive physical education. The appeal must be dismissed. Petitioner Rees is a parent of a student receiving adaptive physical education in the Middle Country Central School District. She brings this appeal on behalf of her daughter and all other students receiving adaptive physical education in the district. Petitioner Chachakis is a teacher, resident and taxpayer in the school district. Commencing in the 1994-95 school year, respondent assigned four teaching assistants, who are certified to teach physical education, to provide adaptive physical education to district students who require such services. Petitioners contend that respondent's use of teaching assistants to provide adaptive physical education violates 8 NYCRR 135.4[c][1][iv]. Additionally, petitioners contend that, even if this practice does not violate the regulations, the teaching assistants are not receiving sufficient supervision. Respondent contends that its deployment of teaching assistants to teach adaptive physical education complies with Education Law and regulations and that the supervision of the teaching assistants is adequate.

83. The University Of Iowa Parent Times | At Iowa, Those Who CAN Teach work. These teachers, who supervise practica and student teaching, tend to be very strong mentors and coaches, Shepardson says. But http://www.uiowa.edu/~ptimes/issues98-99/spr99/teach.html

SPRING 1999 Volume 42, Number 3 IN THIS ISSUE At Iowa, Those Who CAN Teach Four Year Grad Plan Half the World Away from Home In This Office, Students Come First Pass the Plastic ... Calendar The headlines have been disconcerting recently. Teachers, they say, can't teach very well. Some didn't major in the subject they're teaching. Some can't write well themselves, so their students don't learn to write well. Parents might well wonder: Will the College of Education at Iowa teach my student to teach? Will he or she be able to get and keep a good job in a good school? The short answer to both questions is yes, says Richard Shepardson, acting dean of the College of Education. But the longer, more accurate answer is complex. Here's a deans-eye view of teaching the teachers at Iowa. FIND THE RIGHT STUDENTS "It begins with admissions," Shepardson says. "We need to admit the right students in the first place. We look at grade-point average to rough-sort the applications, though we do check to see if there is an added dimension to the student who might not have a high grade-point average (GPA) but might add something to our college. Then we look at ACT scores, prior experience, an essay on why the student wants to be admitted, prior course work, and letters of recommendation. It isn't easy to get into the college." While the minimum grade-point average for the college is a 2.70 (out of 4.0), students in some program areas may not get in if they have less than a 3.00 average because of intense competition for places. The 2.70 requirement is one of the highest of the 31 colleges and universities in the State of Iowa that have teacher training programs.

84. Faculty Openings - College Of Education - UWG teach undergraduate and graduate courses; supervise field experiences and student teachers. FULL DESCRIPTION. Department of Special http://coe.westga.edu/employment/

Faculty Openings Ban Web Computer Labs Web Mail MyWebCT ... Graduate Academic Departments Faculty Positions Links to Departments P-12 Collaboration About the CoE ... Newsletter The State University of West Georgia The State University of West Georgia (UWG), a growing regional institution of over 10,000 students located 45 miles west of Atlanta, houses one of the Southeast's largest graduate teacher education programs as well as numerous undergraduate programs and a new doctoral program in school improvement that reflects university-wide faculty involvement. All programs are accredited by NCATE and the Georgia Professional Standards Commission. The College of Education is composed of the departments of Counseling and Educational Psychology, Curriculum and Instruction, Educational Leadership and Professional Studies, Media and Instructional Technology, Physical Education and Recreation, and Special Education and Speech-Language Pathology. Our theme is "developing educators for school improvement", and we have identified 10 descriptors that provide the shared vision and strength of our programs-i.e., educators who are leaders, decision makers, lifelong learners, empathetic, proactive, culturally sensitive, knowledgeable, collaborative, reflective, and adaptive. We are seeking to attract colleagues who support these descriptors and model them as educators in teacher education programs.

85. Secondary Education Department Seminar in student teaching in a single subject in secondary schools. Conduct an individual investigation under supervision of a faculty member; investigation http://www.fullerton.edu/catalog/academic_departments/edsc.asp

Home Page Academic Departments : Secondary Education Department Page Catalog Home Degree Listing Catalog Search Course Search ... Dept Homepage School of Education Associate Dean L. Y. Mickey Hollis (Acting) Secondary Education Department Chair Victoria Brookhart Costa Department Office Education Classroom 190 Department Website http://hdcs.fullerton.edu/SecEd/CSUFSecondary.html Programs Offered Master of Science in Education Concentration in Secondary Education Emphasis in Middle School Mathematics Single Subject Credential Art Business Education English (English, Theater) Foreign Languages (see Modern Languages Department for specific languages) Health (beginning Fall 2004) Mathematics Music Physical Education Science Social Science Single Subject CLAD Certificate Faculty Debra Ambrosetti, Dawn Anderson, Grace Cho, Duane Clizbe, Victoria Brookhart Costa, Ellen Kottler, Juan Sanchez Munoz, Ron Pahl, Fred Ramirez, Lynda Randall, Chris Street, Helen Parcell Taylor

86. Learning To Teach In Inner-City Schools, Texas A&M University, College Station, LTICS uses a triad approach that joins university supervisors, college supervisors, and innercity students. Teachers and supervising teachers are observed http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe3lk60.htm

North Central Regional Educational Laboratory (1995) describes this program: Understanding the community and students' culture. Working with neighborhood children and their families. Understanding research on effective teaching. Improving classroom organization and management. Planning lessons that promote higher level thinking. Using positive behavior-management techniques. Linking students' prior knowledge, culture, and experiences with school lessons. Implementing the principles of interactive instruction. Improving reading comprehension by using culturally diverse literature. Analyzing personal change and setting new goals. The program is disseminated through LTICS Certified Trainers. During a 12-day training session (or a five-day and a seven-day session), certified trainers train local observers to collect observation data and train local student teachers and teachers to conduct seminars. LTICS trainers are available in 15 states. LTICS is designed for use with low-income, culturally diverse populations in school districts located near teacher-preparation colleges. The National Diffusion Network has approved the program for dissemination to all inner-city students in grades pre-K through 12. Evaluation studies indicate that 80 percent of student teachers who graduate from the Houston Teaching Academy chose to teach in schools serving diverse populations. Studies also indicate that student teachers demonstrate improved interactive instruction, organization, and behavior management skills. Students served by the Houston Teaching Academy have achieved increasingly higher scores on achievement tests each year. Those interested in adopting the program are required either to hire an LTICS Certified Trainer or send local personnel for training to become a Certified Trainer." (pp. 4-5)

87. Re-envisioning The PhD: Re-envisioning Project Resources: Recommendations From N the next generation of university teachers, scholars, and tips, resources, and strategies that assist supervisors. needs of the international graduate student. http://www.grad.washington.edu/envision/project_resources/2000_sel_biblio/biblio

Re-envisioning Project Resources What Concerns Do We Have? Recommendations from National Studies on Doctoral Education 2000 Conference Materials ... Distinguished Graduate Mentor Statements 2000 Conference: Selected Bibliography Selected Bibliography on the topic of Graduate Student Teaching Assistantship and Professional Preparation Other Topics Preparing Graduate Students for Teaching Assistantships and Academic Careers Preparing Graduate Students for Teaching Assistantships and Academic Careers Academic Deans of Commonwealth Partnership. (1997). What you should know. Journal of College Science Teaching, 26(5), 311-312. This article is addressed to those intending to pursue careers in higher education; it highlights the need for potential teachers committed to the advancement of learningcommitted to combining teaching and research. The importance of teacher/student relationships in allowing students to achieve complex goals is stressed, as well as the need for teachers able to help students develop competency in different modes of inquiry. This consortium-authored piece emphasizes the need for teachers to cross disciplinary boundaries, to become socially involved, and to develop communication skills. Academic communities are encouraged to assist these efforts by further developing respect for diversity, responsibility, and cooperation. to top Atwell, R. H. (1996, November 29). Doctoral education must match the nation's needs and the realities of the marketplace. Chronicle of Higher Education, B4-B5.

88. JobWeb - Career Profile Search Details trust and confidence, motivate students and understand their and communicate effectively with teaching staff and where they receive little direct supervision. http://www.jobweb.com/resources/profiledetails.asp?jfcode=59

89. Student Teachers Watched Over Web And Timber Lake is happy to have her. Most rural schools don t even get student teachers because it s too expensive for supervisors to drive to critique them. http://www.ksfy.com/Global/story.asp?S=1039406&nav=0w0jClU9

90. Higher Education Program At FSU addition, students who have taught courses in their discipline at the graduate level or who have served as a graduate teaching assistant under the supervision http://www.fsu.edu/~elps/ct/certificate.html

The Department of Educational Leadership and Policy Studies HIGHER EDUCATION CERTIFICATE IN COLLEGE TEACHING MORE INFORMATION The College Teaching Certificate Program is an interdisciplinary minor that attracts graduate students from all disciplines within the University. It is designed to enhance teaching competencies at the postsecondary level, and is particularly appropriate for doctoral and masters students interested in a career in college teaching. At the completion of the required twelve credit hours, the student receives a certificate and a notation on the college transcript that the certificate has been awarded. Master's students whose professional objective is to teach in a two-year community college and doctoral students who plan to teach in the lower division of a college or university will find this specialty of benefit. Students may select from a variety of courses that emphasize the knowledge and practice of college teaching and the organizational culture of postsecondary education institutions. All graduate students considering this option must have completed a minimum of eighteen hours in their principal discipline and have the consent of their major advisor before beginning the four-course sequence. Students in the certificate program are encouraged to take effective teaching courses offered within their discipline specialty as part of the certificate requirements. Many departments now offer seminars and practica which prepare the student to teach courses in the discipline and these courses may be substituted for recommended courses in meeting certificate requirements. In addition, students who have taught courses in their discipline at the graduate level or who have served as a graduate teaching assistant under the supervision of a Florida State University faculty member may substitute an elective for the internship requirement.

91. Imperial College London | Centre For Educational Development | Optional | Genera Will cosupervision help or hinder your career of assessment with the intended outcomes for students;. of appropriate technologies to aid teaching, learning and http://www.ic.ac.uk/educationaldevelopment/workshops/opgeneral.htm

Quick Navigation Imperial home page A-Z of Departments Courses Research Alumni Faculty of Engineering Faculty of Life Sciences Faculty of Medicine Faculty of Physical Sciences Tanaka Business School Spectrum (College Intranet) College directory Help Note: Your browser does not support javascript or you have javascript turned off. Although this will not affect your accessibility to the content of this site, some of the advanced navigation features may not be available to you. Home Workshops Optional Workshops Note: Some of the graphical elements of this site are only visible to browsers that support accepted web standards . The content of this site is, however, accessible to any browser or Internet device. optional workshops - general Aspects of Contemporary PhD Supervision Assessing Student Learning Assisting with PhD Supervision New! Designing Curricula and Teaching Enhancing Learning Through Evaluation Introduction to Qualitative Methods in Educational Development and Research Introduction to Supporting Learning and Teaching ... Lecturing to Large Audiences places available Preparation for Training Graduate Teaching Assistants (GTAs) Teaching and Assessing Students with Disabilities and Special Learning Needs Teaching Small Groups Enquiries email: edudevcourses@imperial.ac.uk

92. College And Graduate School Of Education student teachers interact as interns in their school of the school administrators and cooperating teachers. is further facilitated by a university supervisor. http://www.educ.kent.edu/offices/OCE/st_faqs.htm

WHAT IS STUDENT TEACHING? Student teaching is generally the culminating experience in the teacher preparation program. Students are provided opportunities to observe teachers, to apply educational theory, to demonstrate their disposition for teaching and to practice the knowledge and skills deemed essential for effective, professional practice within a supportive learning environment. Student teachers interact as interns in their school settings under the auspices of the school administrators and cooperating teachers. This experience is further facilitated by a university supervisor. HOW MUCH TIME IS REQUIRED FOR STUDENT TEACHING? All day, each and every school day and more! Discuss the time commitment with your peers who are presently student teaching and you will discover that student teaching involves teaching a full school day and then working evenings and weekends to plan and prepare for teaching the next days. Student teaching requires the same time commitment as a full-time experienced teacher. Employment during student teaching is not advised. Other personal and social obligations should also be kept to a minimum during student teaching. The only course that is taken during student teaching is the student teaching seminar. Check with your department office on time and day of the week.

93. TESL Homepage are for 11 weeks, with onsite mentoring and supervision. Participants act as teaching assistants to help both students and local teachers improve oral http://www.wce.wwu.edu/Resources/TESOL/ELTAP.html

Western Washington University Links TESOL Home Our Program Curriculum Endorsement ... WWU Home ELTAP (English Language Teaching Assistant Program) These programs, offered through the University of Minnesota (Morris Campus), offer credit transferable to WWU for the TESOL Practicum and international student teaching. Some information about specific country placements is available on the websites; placement opportunities vary somewhat from year to year, so you will need to inquire further about particular locations by contacting the ELTAP / GST Director, Prof. Craig Kissock, by email at kissockc@mrs.umn.edu or telephone at (320) 589-6402. www.wwu.edu/~ipewwu ). Students may apply financial aid to the program cost; check with the financial aid office regarding your individual situation. University of Minnesota, Morris Campus: http://www.eltap.org . Practicum placements in various locations worldwide. Popular destinations have included the Czech Republic , Chile, Cameroon, Thailand, Egypt, Australia, Italy, Peru, and Korea; placements in other countries are also available. Placements are for 11 weeks, with on-site mentoring and supervision. Participants act as

94. School Of Education - Students - Prospective Careers the needs of students by implementing career development, assessment, supervision or consultation. and universities as teachers, supervisors, researchers, and http://www.soe.ku.edu/students/careers.html

A navigation will open here if you enable JavaScript in your browser. http://www.soe.ku.edu/students/convocation.html http://www.soe.ku.edu/students/careers.html http://www.soe.ku.edu/students/Edwards_Campus.html http://www.soe.ku.edu/students/index.html ... Edwards Campus WORTH A LOOK Prospective Careers There's more to education than teaching. Edwards Campus Putting the needs of students first Prospective Students Are you considering University of Kansas School of Education? Graduate Advisors Do you have an advisor? Advising Do you need to talk to an advisor? ADDITIONAL LINKS Field Experiences Professional Development Schools (PDS) Position Announcements Learning Resource Center ... Students Prospective Careers Prospective Careers An Early Childhood Teacher* An Elementary School Teacher is a professional educator who is licensed to teach a broad range of subjects to students in kindergarten through sixth grade. A Middle School Teacher is a professional educator who is licensed to teach students in fifth through eighth grade in one or more specific subject areas (English, Math, Science, Foreign Language, Social Studies). A High School Teacher is a professional educator who is licensed to teach students in sixth through twelfth grade in one or more specific subject areas. (English, Math, Science, Foreign Language, Social Studies)

95. Teachers, Elementary And Secondary - Nature Of Work activities, teachers oversee study halls and homerooms and supervise extracurricular activities. They identify physical or mental problems and refer students http://careerplanning.about.com/library/weekly/aa030901a.htm

zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Careers Career Planning Home ... Local Employment Information zau(256,152,180,'gob','http://z.about.com/5/ad/go.htm?gs='+gs,''); Career Choice / Change Self Assessment Exploring Occupations Training for a Career ... Help zau(256,138,125,'el','http://z.about.com/0/ip/417/0.htm','');w(xb+xb); Stay Current Subscribe to the About Career Planning newsletter. Search Career Planning Those Who Can Do, Teach Part 1: Working as an Elementary or Secondary School Teacher More of this Feature Part 2: Working Conditions and Employment Part 3: Training, Other Qualifications, and Advancement Part 4: Job Outlook and Earnings Part 5: Additional Resources Related Resources Occupational Information Career Choices Self Assessment From Other Guides Elementary Educators Secondary School Educators Several visitors to the Career Planning Site suggested I explore careers in education. Your suggestions are always welcome. If there is a career you would like me to explore please drop me an email . Take a look at the Career Choices index first to make sure I haven't already covered that topic.

96. The Caldwell College Educational Technology Center and effective approaches to teaching and learning Students are required to take seven core courses educational requirements for the Supervisor s Certificate may http://info.caldwell.edu/educational_technology/graduate_program_for_teachers.ht

THE EDUCATIONAL TECHNOLOGY CENTER Home Search Caldwell's Site About Us Lab Hours ... Technology Seminar 2004 Graduate Programs For Teachers Software Available For Preview Education Department Mentors GRADUATE PROGRAMS FOR TEACHERS M ASTER O F ... DMINISTRATION "For educators who plan to pursue a career in administration and supervision, the Caldwell College M. A. in Educational Administration program is cutting edge in its design and first rate in practical experience." Marie C. Cirasella M.A. in Educational Administration, '00; M.A. in Curriculum and Instruction, '97 The Master of Arts in Educational Administration is a 36- credit program M ASTER O F ... NSTRUCTION The Master of Arts in Curriculum and Instruction is designed for experienced teachers as a way to further enhance their professionalism and quality of their teaching. The graduate program prepares educators for leadership roles in their schools. Integrating theory, practice, and research, the M.A. in Curriculum and Instruction provides teachers with opportunities to conduct action research in their schools. Through this research, teachers will acquire advanced knowledge and develop greater competence in their disciplines, while discovering innovative and effective approaches to teaching and learning. Students are required to take seven core courses, and five elective courses for a

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