OVERVIEW OF THE TERM
Goals
To foster stronger professional development of prospective elementary teachers through:
(1) a more realistic, longer-term view of a teacher’s life and the current demands/expectations of the job and
(2) more extensive opportunities to develop the professional competencies necessary to be successful as a beginning teacher.
(See following list of professional competencies to be assessed during student teaching.)
Characteristics
- A slower, more “foundational” start for to build a stronger base for teaching by:
- assessing students in some depth,
- having more extensive opportunities to observe the CT in regard to both management and teaching,
- becoming acquainted with the resources and staffing in the school.
- (See Phase 1)
- A deeper, further development of teaching ability by:
- planning teaching more specifically for the developmental needs and abilities of students,
- engaging in a gradual and supported taking on of teaching responsibilities,
- refining teaching skills in greater detail over a more extensive time period,
- documenting and reporting students’ progress in regard to key curricular goals.
- (See Phase 2)
- Broader professional learning by:
- experiencing more aspects of a teacher’s professional life,
- learning about the roles of different staff in a school and learning to work effectively with them for student’s learning,
- experiencing extra-curricular involvement,
- discussing with and observing other staff over the term,
- setting and pursuing one’s own professional development goals.
- (See Phases 1, 2, and 3)
- Reflective professional learning by:
- experiencing integrated conceptual and experiential learning,
- maintaining an ongoing formative self-reflective approach to one’s learning,
- creating a professional teaching portfolio.
- (See Phases 1, 2, and 3)
GENERAL EXPECTATIONS FOR STUDENT TEACHING DURING THE TERM
Phase 1, 2 to 4 Weeks - Preparatory Learning for Teaching
General Roles
CT:
- Plans for start of school year, runs classroom on day-to-day basis, establishes class rules, tone, procedures, etc., establishes and demonstrates instructional approach
- Explains all these initial steps and principles to ST
- Does first written evaluation of ST at end of Phase 1 (even if limited)
ST:
- Serves as aide to CT (i.e., errands, photocopying, paperwork, instructional aide with individuals and small groups, etc.)
- “Clones” CT to help with classroom management
- Participates in team planning as learner
- Learns about resources and staffing of school
- Begins short-term planning for own teaching
Goals for ST:
- To learn how to handle the various aspects of starting a school year
- To learn about the resources, related staffing that are available in the school and their roles
- To begin assessing children along several dimensions—academic, social, emotional—as a base for later teaching
- To learn about the QEP and begin to assess children vis-à-vis the curriculum generally and the cycle competencies specifically
- To begin sharing the responsibility for classroom management with CT
Phase 2, 9 to 12 Weeks – The Heart of Student Teaching, Increasingly “Stepping into the CT’s Shoes”
General Roles
CT:
- Gradually turns over more and more teaching responsibility to ST, to a minimum of 2/3 to 3/4 of full load eventually. Full-time teaching for a period of time is recommended if feasible.
- Role gradually shifts from model and explainer of teaching and management for ST to collaborator, provider of feedback, and assessor of ST performance (both oral and frequent, as well as written and spaced—every three weeks).
ST:
- Gradually takes on from the CT more and more responsibility for planning and teaching as well as managing the class (to a minimum of 2/3 to 3/4 of full load eventually and possibly full-time for a period of time), first by mastering the CT’s approach, then—and only in consultation with and approval by the CT—to develop one’s own approach, techniques, etc. Both short-term and longer-term planning is included.
- This increased responsibility involves planning and working effectively with other school staff (e.g., teaching partner, cycle team, resource teacher, integration aide, child care worker, etc.), as well as participating in staff meetings, committee work, school events, etc. (i.e., general involvement in the life of the school).
- Begins to share responsibility for assessing and evaluating children, including reporting to parents.
- To whatever extent is possible and feasible, this responsibility also involves contact with parents.
- Ideally, the ST is also involved in some way in extra-curricular activities.
- To whatever extent is feasible, the ST continues observation in other classrooms and related contexts.
Goals for ST:
- To clarify and solidify own principles and approach to classroom management
- To master the CT’s approach to planning teaching, both short- and long-term and to begin developing own approach to planning and teaching
- To develop with the CT an approach to assessment and evaluation (including reporting)
Phase 3, 1 to 2 weeks – Wrapping Up, Deepening, Expanding, Tailoring
General Roles
CT:
- Gradually re-assumes full teaching duties from the ST.
- Thus, freeing ST to wrap-up projects, pursue aspects of learning not yet finished, etc.
- Helps ST develop self-assessment, further goals and means, etc. for this stage of professional development.
- Conducts final, written summative evaluation of ST.
ST:
- Gradually wraps up teaching duties and turns responsibility back to CT.
- Continues teaching team/staff involvement as well as extra-curricular activity.
- Sets and pursues own final learning for professional development.
- Develops own final self-assessment, future goals and plans, etc. in conjunction with summative evaluation.
Goals for ST:
- To clarify and solidify own approach to planning and teaching
- To clarify and solidify own approach to assessment and evaluation
- To clarify and solidify own approach to integrating ICT (optional)
- To clarify plans to work effectively with colleagues (optional)
- To clarify plans to work effectively with parents (optional)
- To assess and plan own professional development
THE ROLE OF DAVID DILLON OVER THE TERM
- Through course materials and activities, to provide helpful background information for the professional competencies that STs are to develop and upon which they will be assessed.
- Through course tasks and activities and regular seminars, to foster reflective learning on the competencies being developed, so that assignments both cause and reflect ST learning.
- Through regular school visits, to assess and provide feedback on ST development of competencies, to both ST and CT.
N.B. Because of the larger number of students and schools this year, supervision will be shared with Patrick Baker, Michael Bambek, Doris Beck, and Margaret Conroy.