Student Teacher & NU Supervisor Resources
Each component of our teacher prep programs is vital to our candidates’ professional effectiveness. Without solid content knowledge, candidates will struggle teaching accurately. Without solid pedagogical, theoretical and ‘methods’ knowledge, candidates will struggle designing instruction that is differentiated and responsive; in other words, they will struggle teaching well. But, the rubber has to meet the road at some point. It is important for candidates to have strong knowledge and to demonstrate skills with their peers within program course work, but at some point, candidates need to be able to stand in front of P-12 students, engaging them effectively in learning. Field work, actually being with P-12 students, is a key point of integration. We work in all of our programs to ensure that our candidates have diverse experiences, with diverse P-12 students, across their program.
Student Teaching is a specific form of focused field experience that brings all other course work and field experiences to bear as a student teacher works to instruct P-12 students in a holistic and ongoing basis. Part-time student teaching (typically between 18-20 hours a week) begins to integrate the candidate into the P-12 classroom(s) s/he will eventually ‘take over’. Full-time student teaching (typically between 40-50 hours a week) allows the candidate to have full-charge of the classroom (for a minimum of three full weeks), designing instruction, assessing students, monitoring the classroom, communicating with colleagues and parents, etc. Both of these culminating field experiences take place under the mentoring eye of a certificated Mentor Teacher who serves as in Instructional Leader in the building and an NU Supervisor. These mentors continually give formative and summative feedback to the candidate, helping her or him to develop their classroom knowledge, skills and approaches. This experience (typically during the undergraduate candidates’ last semester and MIT candidates last two semesters) is an important time of preparation (can I actually teach, manage and engage P-12 students?) and evaluation (does this candidate have the aptitudes and knowledge to be an effective P-12 classroom teacher?); thus, during this period the candidate will receive continuous feedback and will be formally evaluated by their Mentor Teacher, Mentor Principal, as well as their NU Supervisor. Several resources will be helpful to the Student Teacher and NU Supervisor.
- FolioTek Info
- Field Experience Progression Map (Needs update)
- Professional Dispositions (Needs update)
- COE Transition Points – MIT (Needs update)