Supervised Student Teacher Classroom Training
A Student Teacher cannot be expected to take over the responsibilities of the entire classroom upon their arrival. Candidates are “learning to teach.” Therefore, candidates should be taught and evaluated as students and not compared to experienced and/or “seasoned” professionals. Although maintaining high expectations is crucial, it is equally important to provide candidates with proper mentorship and guidance before they assume full responsibility for managing a classroom. This careful preparation ensures they develop the necessary skills and confidence to create a positive and effective learning environment.
Student Teachers will vary in their range of classroom experience. Therefore, not all candidates can follow the same “readiness” schedule in taking over the responsibilities of the entire classroom. However, based on a reasonable transitional period, candidates should gradually assume full responsibility for lesson planning, evaluation of students, and classroom discipline. The following phases are recommended as an ideal transitional flow for candidates:
The Beginning Phase: Observation of Modeled Instruction
In this initial phase, the Cooperating Teacher provides the Student Teacher an opportunity to observe classroom management. Candidates should ask questions and become familiar with the classroom management plan, including routines, procedures, and overall classroom organization. The Cooperating Teacher serves as a teaching model with whom the Student Teacher can observe and become acquainted. The candidate needs to understand the classroom culture in which they will fulfill their Student Teaching. Cooperating Teachers models and provides the Student Teacher exposure to various methods and strategies reflecting his/her approach to teaching.
During the observation period, the student should focus on the following:
- Culture of the learning community
- Classroom management system and techniques
- Teacher-to-student interaction and relationships
- Teaching methods
- Use of instructional materials
- Planning and organization
The Second Phase: Gradual Release of Responsibility
As Student Teachers become more familiar with students, instructional practice, and the general classroom flow, they should be allowed to plan, teach small groups, and support the teacher in their instruction. In this phase, the Cooperating Teacher can provide the candidate with a form of “guided practice” to facilitate a smooth transition to full classroom responsibility. By working together in small or whole group settings, candidates become more involved and engaged in all aspects of instruction. Cooperating Teachers involve candidates in planning, organizing, delivering, and assessing instruction.
The Third Phase: Full Responsibility of the Classroom
In the last phase, the Student Teacher is prepared and ready to independently teach and manage the classroom. At an agreed time, candidates should take full responsibility for classroom instruction. Candidates should confer regularly with the Cooperating Teacher and University Supervisor regarding their teaching. The Cooperating Teacher, in consultation with the University Supervisor, determines the readiness of the candidate to assume total responsibility for the classroom. This can either be solo teaching or co-teaching but must continue for at least 4 weeks. It is during this time that the teacher candidate records their lessons for evaluation as well as for submission to the edTPA.
Conferences with Cooperating Teachers and University Supervisors are essential to the professional growth of credential teacher candidates. University Supervisors meet with candidates after each evaluation visit. University Supervisors conduct three observations and write one formal evaluation per term. Cooperating Teachers will also observe and complete three observations and one evaluation per term.