practicum experiences & teacher induction
The Lynch School of Education's supervision model consists of a three-way partnership between the University supervisor, teacher candidate, and supervising practitioner. This triad, supported by the Boston College community, shares a noble mission—the professional growth and development of teachers whose training is rooted in knowledge, guided by reflective practice, and nurtured by effective supervision.
At the pre-practicum level, teacher candidates are placed in clusters to promote collegial conversation and group meetings with University supervisors – Graduate Assistant Teachers (GAT). Pre-practicum teacher candidates observe lessons taught by cooperating teachers, complete inquiry journals and compile a teaching portfolio. Undergraduate students may be placed in classrooms together to promote further collaboration and co-teaching. To prepare for this experience, teacher candidates can download the syllabi connected with either undergraduate or graduate pre-practicum experiences.
GATs are on-site once to twice a week and are responsible for collaborating with teacher candidates, responding to journals, and completing end-of-the-semester reports including recommendations to continue with fieldwork associated with the pre- or full practicum experience as measured by the Massachusetts professional standards for teachers.
Full Practicum Supervision
The Program Supervisors are responsible for supervising the full practicum student teaching experience. Each member of the team has knowledge of early childhood, elementary, special education, reading, and/or secondary curriculum as well as extensive K-12 teaching experience. Overall, the Program Supervisors are experienced with diverse models of instruction, possesses an understanding of inclusion practices and an awareness of current certification standards. The Program Supervisors actively collaborate with other Teacher Education faculty and teacher leaders in K-12 schools to build “Communities of Learners” among pre- and full practicum student teachers.
Supervising Practitioners (SP), in collaboration with the Program Supervisor (PS) and Teacher Candidate (TC) engage in a 5 Step Cycle of Assessment.
Collectively, the Lynch School strives to support the pre-service teacher in his or her progress along a developmental continuum toward becoming a thoughtful, self-directed professional who can meet the many challenges posed by the schools of today.
The Lynch School uses formative and summative evaluation processes to assess students' practica experiences. Formative supervision is used to foster growth and development in understanding the teaching standards. Through coaching, informal discussions, and responses to inquiry journals, the Program Supervisors and Graduate Assistant Teachers create relationships to guide the teacher candidates to a deeper understanding of teaching and learning throughout the experience.
Summative supervision is required at the mid-term and the final using the Boston College-Candidate Assessment of Performance (BC-CAP) tool from the Massachusetts Department of Elementary and Secondary Education. At the mid-term the supervising practitioner and University supervisor review the indicators on the BC-CAP and document success in the practicum experience. For the final report, both the supervising practitioner and program supervisor must recommend that teacher candidates continue with fieldwork associated with either the pre- or full practicum experience or for licensure and endorsement by the Lynch School of Education.