Supervisor

CT Support Resources:

* UOTeach Contacts

Mid-High: Robin Patterson or Elementary: Kara Whipple

*Supervision Forms

*Reference Letters

Supervisor’s Responsibilities

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 Teacher 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 student teacher’s presence and instruction in the classroom. Additionally, supervisors work in concert with student teachers to identify specific areas of challenge or interest. In this way, student teachers 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:

  1. Attend Supervisor training meetings as scheduled.
  2. Observe the student teacher on over time and in a variety of situations/subjects.
  3. Provide specific and descriptive feedback on the student teacher’s execution of professional responsibilities (lesson planning, implementation and assessment, classroom interaction, maintenance of records).
  1. Help the student teacher relate teaching theory to classroom practice (e.g., discuss reasons for selecting materials and methods).
  2. Encourage good planning and organization.
  3. Encourage independent, creative thinking in planning, use of materials, motivation, and teaching and assessment approaches.
  4. Help the student teacher develop consistent classroom management practices conducive to learning, which promote respect for others and for cultural and linguistic diversity.
  5. Encourage the habit of constant self-assessment for improvement, including post-lesson analyses.
  6. Maintain a professional working relationship with the student teacher and CT.
  7. Encourage and support good rapport between the student teacher and her/his students.

Supervisor’s Responsibilities

Observations

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 FEET (Framework for Effective and Equitable Teaching).   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 Conferences

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 five 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 each term (about Week 6) to discuss the midterm FEET, the candidate’s progress towards goals, and any concerns; and
  3. A final conference each term to review results of the final FEET.

Teacher Candidate Team Meetings

In addition to regular classroom observations, the University Supervisor will also conduct bi-monthly 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.

  • Weekly check-ins with small group members
  • Bimonthly small group meetings to discuss:
    • Site specific concerns
    • Group process of learning
    • Small group advising and instruction

Assessments of Practicum

  1. Framework for Effective and Equitable Teaching (FEET): The supervisor evaluates professional behaviors and dispositions twice per term via the FEET evaluation tool.
  2. Lesson Plans: Two lesson plans will be scored during the term using the lesson plan rubric (see appendix)
  3. Observations: Two observations will be scored during the term using the observation rubric (see appendix)

Remediation / Plan of Assistance

Remediation or a plan of assistance is initiated when a student teacher is needing more support to meet the teaching performance standards. Remediation or a plan of assistance can be initiated by the university supervisor with input from various stakeholders and should include the placement coordinators and/or program director. The plan is to be a formative instrument for the student teaching placement. It will be designed as a contract, with specific goals and timeline.

Additionally, behavior/conduct in a field placement that falls outside the Oregon Teacher Standards and Practices Commission’s Ethical Educator standards may be grounds for immediate dismissal from the UOTeach Oregon teacher licensure program.