|CT Support Resources:
* UOTeach Contacts
Mid-High: Robin Patterson – email@example.com
Elementary: Kara Whipple – firstname.lastname@example.org
Beginning in the practicum term of field placement, each teacher candidate is assigned a University Supervisor whose role is to support both the teacher candidate and the school district Cooperating Teacher. The supervisor also facilitates communication between teachers at the school site and UOTeach program faculty as well as evaluates the teacher candidate’s practicum, professional growth, and development of edTPA portfolio commentaries.
In supporting the teacher candidate the supervisor is a resource consultant who provides direction, ideas and materials during both practicum term and student teaching term. In the event a candidate experiences a problem during fieldwork, the supervisor should be contacted immediately and will be responsible for facilitating an acceptable resolution to the specific problem identified. University Supervisors communicate with the UOTeach Field Placement Coordinators regarding candidates who are evidencing placement problems.
Beginning in the practicum term of field placement, each teacher candidate is assigned a University Supervisor. The supervisor is a resource for the teacher candidate, as well as the cooperating teachers and serve as liaisons between the university and the field. Supervisors offer experienced and objective perspectives on overall classroom effectiveness, including classroom management and the teacher candidate’s presence and instruction in the classroom. Additionally, supervisors work in concert with teacher candidates to identify specific areas of challenge or interest. In this way, teacher candidates are able to participate in their own learning and improve, analyze or re-think their practice.
In supporting the teacher candidate, the supervisor is a resource consultant who provides direction, ideas and materials during both practicum term and student teaching term. In the event a candidate experiences a problem during fieldwork, the supervisor should be contacted immediately and will be responsible for facilitating an acceptable resolution to the specific problem identified. University Supervisors communicate with the UOTeach Field Placement Coordinators regarding candidates who are evidencing placement problems.
Maintaining High Quality Supervision
Below are some guidelines for ensuring that the supervision you provide your student teachers is beneficial to their learning:
- Observe the teacher candidate on over time and in a variety of situations/subjects.
- Provide specific and descriptive feedback on the teacher candidate’s execution of professional responsibilities (lesson planning, implementation and assessment, classroom interaction, maintenance of records).
- Help the teacher candidate relate teaching theory to classroom practice (e.g., discuss reasons for selecting materials and methods).
- Encourage good planning and organization.
- Encourage independent, creative thinking in planning, use of materials, motivation, and teaching and assessment approaches.
- Help the teacher candidate develop consistent classroom management practices conducive to learning, which promote respect for others and for cultural and linguistic diversity.
- Encourage the habit of constant self-assessment for improvement, including post-lesson analyses.
- Maintain a professional working relationship with the teacher candidate and cooperating teacher.
- Encourage and support good rapport between the teacher candidate and her/his students.
Each University Supervisor is required to visit the school site at least four times per term to observe for a full period of at least 30-50 minutes, provide feedback to the TC, communicate with the CT if needed, and assess candidate progress. At least two observations should occur prior to each PGA (Professional Growth Assessment). For many candidates, it is expected that additional informal observations be done, especially during full-time student teaching.
Each observation includes:
- A pre-observation conference to discuss the student teacher’s lesson plan and any other details pertaining to the lesson. This discussion could take place at the school site or over phone/email one or two days beforehand. Review the TC’s lesson plan prior to your discussion so you can offer feedback and suggestions from an informed perspective. (see appendix for suggested forms)
- The observation of an actual lesson or teaching episode/interaction where the student teacher is actively engaged with learners. Your observation should last the entire period so you are able to gather assessment data from lesson initiation to closure.
- A post-observation discussion should follow the lesson. This meeting gives you and your student teacher the opportunity to review, reflect upon, and assess the lesson together. Through the use of careful questioning, you can help student teachers think about what they did and why, the decisions and pedagogical choices they made, and the consequences of their instruction on students’ understanding.
Triad meetings with the CT and student teacher are vital to relationship building. A strong foundation in the beginning of the semester will lead to a strong sense of collaboration for the rest of the year.
Each supervisor will conduct the following triad conferences (with the TC and CT):
1. An orientation meeting during the first week of field work when you will discuss:
- Roles and responsibilities of each person
- General overview of the term
- Level of responsibilities student teacher will take on as semester progresses
- Possible goals and objectives for the student teacher
- Frequency and timeline of observations by supervisor to the classroom
2. A midterm conference (about Week 6) to discuss the midterm PGA, the candidate’s progress towards goals, and any concerns; and
3. A final conference to review results of the final PGA.
Teacher Candidate Team Meetings
In addition to regular classroom observations, the University Supervisor will also conduct team meetings with all their TCs. These meetings will be scheduled to align with the program edTPA support sessions during the Practicum term. The purpose of the team meetings is for candidates to share insights about their teaching, and for the supervisor to assist candidates with planning lessons and developing work samples.
Assessments of Practicum
- Professional Growth Assessment (PGA): The supervisor evaluates professional behaviors and dispositions twice per term via the PGA evaluation tool.
- Lesson Plans: Two lesson plans will be scored during the term using the lesson plan rubric (see appendix)
- Observations: Two observations will be scored during the term using the observation rubric (see appendix)