The supervision model includes the cooperating teacher, student teacher, and University supervisor working together to meet the required goals for teaching competency.
Formative and summative supervision are used with both pre and full practicum student teachers.
Formative supervision is used to foster growth and development in understanding the teaching standards. Through coaching, informal discussions, and responses to inquiry journals, the supervisors create relationships to guide the students to a deeper understanding of teaching and learning throughout the experience.
Summative supervision is required at the mid-term and the final using the Pre-service Performance Assessment (PPA) tool from the State Department of Education. At the mid-term the cooperating teacher with the college supervisor must review the PPA standards and indicators of competencies to document the success in the field. The final summative report is required by both cooperating teachers and supervisors in the form of their recommendation for either continuation of appropriate fieldwork for the pre-practicum student or full practicum student, or recommendation for licensure for the full practicum student.
Pre-Practicum Supervision
Pre-practicum experiences serve as preparation for full practicum as well
as a screening for reviewing candidates. Student teachers are placed in
clusters to promote collegial conversation and group meetings on site
with the supervisor.
Student teachers participating in pre-practica are supervised by graduate assistant supervisors with teaching experience. Observations lessons taught, a checklist of teaching activities, and an inquiry journal and portfolio are required in each pre-practicum.
Supervisors meet regularly with student teachers, respond to journals, and write extensive reports at the end of the experience to recommend the student for the next pre or full practicum experience.
Undergraduate students completing their second or third pre-practicum may be placed as "Pre-prac Pairs" or "Full prac/Pre-prac Partners" in the same classroom to encourage collaboration and co-teaching. Dialogue journals between sets of student teachers is encouraged.
Supervisors are on site for 1 or 2 days per week and observe a two lessons taught by the student teacher. Weekly contact with the students is required through the inquiry journal and during days when the supervisor is on site at the school.
The syllabi for undergraduate and as well as graduate pre-practicum experiences can be accessed on line.
Full Practicum Supervision
Clinical faculty supervise both undergraduate and graduate students in
full-time practicum experiences. Clinical faculty supervisors are experienced
teachers or administrators who have demonstrated success in the field.
Supervisor assignments are matched to student teachers' fields of licensure.
A minimum of six field visits are required for initial licensure as well as specialist licensure in Reading or Special Education (Moderate or Intensive).
Clinical faculty meet regularly with student teachers at large group meetings, respond to journal by hand or using email, and observe students using a consistent format of observation and feedback techniques.
Refer to the syllabus for complete description of the supervisory cycle and expectations during the practicum experience. The syllabi for Initial License and Specialist License experiences can be accessed on line.