Remote University Supervision of Student Teachers

2022 ◽  
pp. 16-37
Author(s):  
Christian P. Wilkens
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Cost Savings ◽  
Teacher Preparation Program ◽  
Teacher Education Programs ◽  
Classroom Context ◽  
University Supervisors ◽  
Remote Supervision ◽  
K 12 ◽  
Supervision Of Student Teachers

This chapter outlines the shift of a U.S.-based university teacher preparation program from in-person supervision of student teachers to fully remote supervision during the global COVID-19 pandemic. Strengths identified in the shift to remote supervision include elimination of travel to school sites, modest cost savings, improved frequency and scope of feedback provided by university supervisors, increased flexibility in timing and nature of observations, and the use of recorded videos for reflection. Challenges identified include the need for ongoing professional development among all parties, missing school and classroom context, and weaker relationships between university supervisors and K-12 mentor teachers. The chapter makes recommendations for university teacher education programs considering a shift to remote supervision of student teachers, including provision of professional development, implementation of video coaching cycles, and explicit planning for relationship development with K-12 school partners.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

Leveraging P-12/University Partnerships to Better Prepare Pre-Service Teachers

2020 ◽  
pp. 163-182
Author(s):  
James Falco ◽  
Meredith Riddle ◽  
Gregory Duffy ◽  
Tracy Mulvaney ◽  
Lauren Niecz
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Preparation Programs ◽  
University Partnerships ◽  
Primary Responsibility ◽  
To Receive

The primary responsibility for training pre-service teachers previously fell solely on the shoulders of university teacher-preparation programs, with a short field experience component in partner P-12 districts. As research continues to support the value of increased clinical practice in P-12 schools when training pre-service teachers, the responsibility is becoming shared equally between university teacher education programs and P-12 school districts. This chapter describes three innovative programs implemented by P-12 schools through strong partnerships with Monmouth University's teacher education and Provisional Teacher Preparation program. These strong partnerships afford students the opportunity to receive direct instruction in P-12 settings with the support of curriculum, mentors and professional development. The partnership with Lafayette Mills School (the last of three initiatives discussed) was also awarded, along with the university's other PDSs, the National Association of Professional Development Schools Distinguished Partnership award in 2017.

An Exploration of Reflective Dialogue between Student Teachers in Music and Their Cooperating Teachers

2007 ◽  
Vol 55 (1) ◽  
pp. 65-82 ◽  
Author(s):  
Sandra Frey Stegman
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Student Teachers ◽  
Cooperating Teachers ◽  
Experienced Teachers ◽  
University Supervisors ◽  
Reflective Dialogue

The purpose of this study was to explore the content of reflective dialogues between student teachers in music and their cooperating teachers, as well as to understand the effects of reflective dialogue on professional development. I was guided in this analysis of 49 transcriptions of interviews and reflective dialogues between student teachers and their cooperating teachers by classifications and terminology from previous research. I identified patterns and found that student teachers reflect most frequently on technical, clinical, and personal issues; critical topics were less frequently discussed. From this analysis, I highlighted the process and benefits of reflective dialogues with experienced teachers and offered approaches for cooperating teachers and university supervisors in music education.

scholarly journals Teacher Education: An Adaptive Response to the Movement to Online Instruction

2020 ◽  
Vol 4 (1) ◽  
pp. 30-34
Author(s):  
Robert Ceglie
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Online Instruction ◽  
The United States ◽  
Teacher Education Programs ◽  
Rapid Changes ◽  
Teacher Training Programs ◽  
Additional Support ◽  
Current Student ◽  
K 12

The COVID-19 pandemic impacted teacher training programs, as the shift to online instruction sent waves through the K-12 public education system in the United States. Teacher education programs were found in situations where their current student teachers needed significant additional support to navigate the rapid changes in the means that instruction was provided in their schools. This essay provides some insight on how one university navigated this process and provides suggestions for training future teachers. Covid-19, online instruction, pre-service teachers, teacher education

Seeing Is Believing: Innovating the Clinical Practice Experience for Education Specialist Teacher Candidates With Video-Based Remote Supervision

2017 ◽  
Vol 36 (4) ◽  
pp. 180-190 ◽  
Author(s):  
Joanne M. Van Boxtel
Keyword(s):  
Teacher Preparation ◽  
Rural Areas ◽  
Teacher Candidates ◽  
Professional Growth ◽  
Cooperating Teachers ◽  
Cost Savings ◽  
Teacher Preparation Program ◽  
Preparation Programs ◽  
Remote Supervision ◽  
Use Of Technology

A call to implement 21st-century change drivers within teacher preparation is evidenced within policy and research. The use of technology-enhanced methods of supervision where virtual observations of pre-service or in-service teachers are performed by university supervisors or mentors has an established and growing research base that demonstrates improvements in pre- and in-service teacher competencies, as well as programmatic benefits, such as time and cost savings and the ability to supervise remotely. To answer this call, the researcher investigated the strategic implementation of an asynchronous video-based remote supervision model within a university-based teacher preparation program from the perspective of education specialist teacher candidates and their cooperating teachers. Results suggest a video-based remote supervision method is feasible and equally effective or preferred over traditional face-to-face observations by teacher candidates and cooperating teachers for self-reflection, professional growth, and convenience. Time and cost savings resulting from reduced travel for the supervisor are analyzed and discussed. The model and methods presented in this study may be replicated to enable strategic scaling of video-based remote supervision within other teacher preparation programs, particularly those serving candidates in remote or rural areas.

scholarly journals Challenges and Possibilities of Scaffolding Critical Reflection and Cultural Responsiveness for Pre-Service Special Educators

2018 ◽  
Vol 12 (2) ◽  
pp. 1-22
Author(s):  
Bindiya Hassaram ◽  
Phyllis M Robertson ◽  
Shernaz B García
Keyword(s):  
Student Teachers ◽  
Culturally Responsive ◽  
Critical Reflection ◽  
Special Educators ◽  
Teacher Education Programs ◽  
University Supervisors ◽  
Institutional Practices ◽  
Practicum Experiences ◽  
Pre Service Teacher ◽  
And Training

Given the nature of their responsibilities in field-based settings, university supervisors play an important role in preparing pre-service teachers to become culturally responsive and critically reflective special educators. However, supervisors themselves may not have the experience and training necessary to do so, and limited guidance is available regarding effective mentorship practices to foster implementation of culturally and linguistically responsive pedagogy (CLRP) and critical reflection. This exploratory qualitative study examined how three supervisors engaged in post-observation conferences with their student teachers to promote critical reflection about CLRP using content and discourses analyses. Findings indicated that, although student teachers engaged in discussions about CLRP and were able to critically self-reflect, supervisors were unable to facilitate critical reflection vis-à-vis institutional practices and systemic bias. Theoretical and practical implications for supervision of practicum experiences in pre-service teacher education programs are offered. 

scholarly journals Innovative Practices That Promote Teacher Leader Identity and Development of Teacher Leadership in Professional Development Schools

2017 ◽  
Vol 2 (4) ◽  
pp. 9
Author(s):  
Louis L. Warren
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Leadership Skills ◽  
Professional Development Schools ◽  
Teacher Leader ◽  
Teacher Education Programs ◽  
Leader Identity ◽  
Culture Of Inquiry ◽  
K 12 ◽  
Over Time

Professional development schools (PDS) are innovative institutions formed through partnerships between teacher education programs and K–12 schools. This partnership contains many innovative practices of how teachers develop leadership skills over time. Development by its very nature is a process of change that unfolds over time and driven by a culture of inquiry. This chapter will provide some insights of how PDS innovative practices help teachers to become leaders within the profession.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

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