Please select the topic you would like to view in the tabs to the left. Topics include:

1. Teacher Candidates
2. Site Teacher Educators
3. Aspects of an Effective Site Teacher Educator/Teacher Candidate Placement
4. Mentor Roles
5. Site Teacher Educator Criteria Form Information
6. Mentoring Suggestions
7. Supervision Policy
8. Role of Supervision
9. Professional Development
10. University Cohort Leader

Teacher Candidates

Strive to communicate clearly with everyone – clear messages are the best way to prevent misunderstandings; TCs need to send clear messages to the students, STE, other teachers, CL/US, instructors, administrators, parents, and community members.

While at their student teaching sites, TCs are expected to be cognizant and involved in the routine of the school in which they are placed. To the students they are another teacher; and they should take on that role. They should follow the lead of other teachers.

Be cognizant and involved in the routine of the school in which you are placed. To the students you are another teacher; take on that role. Follow the lead of other teachers.

1. Notify your STE and CL/US in the event you will be absent from school. Do this as soon as you know that you will be absent. Realize that missed time will need to be made up during an agreed upon time with your STE and your US. Excessive absence will be grounds for dismissal from the program.

2. Be on time to class and to the field. TCs are expected to be in the field during “contract hours.” That means you must be in the school in advance of the time the students are there and after school as well (20 minutes before and after school). Though student teachers may not have the benefits of a teaching contract (and no pay) you are still held to the same work schedule. Interns are expected to adhere to their contract and the expected work schedule.

3. Seek feedback from your STE, your CL/US, and your peers. Be as specific as you can in those requests. Don’t ask, “How’d I do?” but instead ask, “Did my directions seem clear? Was my voice strong enough? Was the pace of my lesson appropriate? Did I attend to the academic needs of all learners?” Decide where you think you need assistance and then ask others to provide constructive criticism.

4. Be a positive role model for your students – this includes your appearance, your attitude, your work, and your actions. Be aware that students are noting everything about you.

5. Work to form a collaborative and cooperative cohort by becoming a colleague: be supportive, be helpful, and hold personal information in confidence. Building trust is an important part of creating a team of professionals.

Site Teacher Educators

STE’s are a vital link in teacher preparation as they assist TCs in making the transition from college student to teaching professional. They provide a physical and intellectual setting where TCs begin applying academic knowledge from university coursework and effective teaching practice.

The STE is undoubtedly one of the most important people to the TC. Besides being a model of teaching excellence, the STE is an important source of ideas, materials and suggestions. In addition, the STE will support the TCs and help them think through their aims and means with an eye toward helping them develop as a professional educator.

To further these objectives, the STE and TC should consult with each other on a daily basis. The STE will schedule weekly conferences to discuss specific aspects of the TC’s work. The feedback should be constructive and helpful. In turn, the TC should feel free to ask questions and seek advice; after all, a good STE is a resource! The STE should be in continuous contact with the University CL/US so that, together, they might better support the TC. Effective communication suggestions:

Criteria for selection of STEs are indicated on the STE Criteria form in the Appendix on the Handbook Homepage.

During student teaching, we ask all STEs to be responsible for the following STE responsibilities and effective communication suggestions, including:

1. Communicating clearly with the TC, CL and US.

2. Setting aside time each week that is uninterrupted for planning purposes (e.g., reviewing TC’s lesson plans).

3. Supporting TC as they test various approaches to curriculum and teaching.

4. Providing constructive feedback, identifying strengths, and suggesting alternatives for areas in which they seem less strong.

5. Providing notes on lesson

6. Finding a desk for the TC so they have a place for their books, lesson plans, and other materials.

7. Demonstrating content lessons prior to asking the TC to assume teaching responsibilities in that area.

8. Providing written and oral feedback as soon as possible after each practice teaching event.

9. Providing weekly written feedback and discussing the content with the TC regarding their progress

10. Maintaining a file on the TC with copies of lesson evaluations. Ensure that documentation is clear regarding efforts to support or remediate problems, should they occur.

11. Helping the TC feel as if they are part of the school faculty.

12. Reviewing and offering insights on TC’s action research action project.

13. Sharing with TC the professional development expectations required of STEs.

14. If problems in the TC’s performance surface, consulting with the CL/US immediately.

A copy of the documentation shared under each of the categories listed above should be provided to the Candidate on a weekly basis and to University CLs on a monthly basis.

Under the tutelage of seasoned professionals, TCs are welcomed into the profession.

Observations

While there are variations in the supervisory schedules across the elementary and secondary emphasis areas, a typical 12-week student teaching experience includes a minimum of four full lesson visits to each TCs classroom. Informal evaluations may include planned, “touch base” visits designed to update CLs on the progress of TCs’ work in the classroom and video observations. Formal observations involve a deliberate pre-conference, the observation of a full lesson, and a formal post-conference. Written and verbal feedback is provided in order to document students’ progress and to provide a narrative of development over time.

Aspects of an Effective Site Teacher Educator/Teacher Candidate Placement

1.Communication

1. The STE and TC will have planned pre-arranged times to communicate each other’s expectations, concerns, responsibilities, teaching arrangements, etc.
2. STEs are encouraged to provide opportunities where TCs work as members of the school’s faculty with all of the rights and responsibilities that includes.

2.  Planning

1. The STE and TC will plan The TC and the STE should have pre- arranged times when both parties agree to and are aware of and when specific content will be taught.
2. The STE and TC should share ideas and work together as a team to plan appropriate curriculum for the students.

3.   Feedback

1. Weekly written feedback from the STE will include encouragement and constructive feedback of the TC’s teaching/learning progress.

4.   University Involvement

1. STEs and/or TC will communicate with University personnel when concerns arise using such methods as a phone call, e-mail, fax, or in-person conversations.
2. University personnel will be present in classrooms and schools on a consistent This is a program where University personnel are often in the classroom.

5.   Progressive Role Modeling

1. STEs should demonstrate current teaching and learning research in their classroom and should willingly share their expertise on how children learn and develop.
2. STEs should exhibit evidence of continued professional development.
3. TCs should share insights and research on effective teaching and learning with their STE.

Mentor Roles

1.   Role Model

A standard that exemplifies excellence. The mentor demonstrates strong professional qualities that the protégée aspires to duplicate. The mentor encouraged the TC to act as a professional.

2.  Confidant

One with whom mutual trust can be developed. Establishing an environment that allows for a free exchange of ideas, concerns, suggestions, etc. Professional boundaries between TCs and STEs should be maintained at all times.

3.  Teacher

One who instructs and imparts knowledge by communicating, correcting/evaluating, and offering feedback of subject matter to children, parents/guardians, and colleagues.

4.  Talent Developer

One who coaches and challenges while providing opportunities. That is, someone who makes “things” happen for the protégée.

5.   Leader

One who sets standards by specifying high expectations and demonstrating them.

Site Teacher Educator Criteria Form

In accordance with state and national accreditation criteria, each STE will be asked by a University CL to complete an electronic profile. The questions are designed to capture qualifications in the following areas: education, teaching, and mentoring experiences. Form completion should take approximately 15 minutes to complete. If you are uncomfortable with the online format, please request a paper copy from the University CL. You will only need to fill out this form once per year. To view the critieria, please see the Appendix on the Handbook Homepage.

Mentoring Suggestions

One of the most challenging goals for Site Teachers is to foster confidence and self-esteem in the less experienced teacher. In order to encourage this growth and independence, the TC must be allowed to identify and solve her/his own problems. Dropping the role of expert is not an easy task. Experienced teachers are insatiable advice givers who have many answers, which they offer easily.

Many experienced teachers need to relearn how to be active listeners whose purpose is to help beginning teachers develop self-confidence. Mentor teachers need to allow beginning teachers to become independent, self-reliant problem solvers. Once mentors have freed themselves from giving advice, their primary goal then becomes helping new teachers set their own goals and solve their own problems.

Listening Tips for Mentor Teachers:

1. Ensure that you have at least 20 minutes of uninterrupted time, each week, to listen to your TC. Schedule time and create an environment that fosters partnership.

2. Most importantly, be genuinely interested in allowing the TC to develop her/his own plans.

3. Focus on the TC’s message or meaning, not necessarily the words. Listen for what is not being said.

4. You do not need to agree with what is being said, but you must be willing to accept an alternative point of view without feeling compelled to state your opinions.

5. Help your beginning teacher by paraphrasing what you have heard.

6. Ask questions about what is being done. This simple act of questioning helps clarify the situation and enables the TC to focus her/his own ideas.

7. Reflect on what you hear without judging.

8. Respond without evaluating either positively or negatively. This allows the TC to assess the value of her/his own ideas.

Supervision Policy-Role of Supervision

The role of the CL/US in the Urban Institute for Teacher Education’s licensure programs serves TC in the early childhood, elementary, and secondary program.

Role of Supervision

In order to systematically link the reciprocal relationship between theory and practice, TC supervision provided through the University of Utah facilitates the process of making theory- practices linkage explicit. University appointed supervisors (i.e., STE s) facilitate the process of learning to teach in a manner that challenged preservice teachers to critically reflect on their own practice and to make connections between practice and broader social and educational research- based issues.

In order to provide TCs with supervisory support that extends beyond traditional methods of mentoring, the Urban Institute for Teacher Education seeks a substantive mentoring model that capitalizes on the insights and expertise of teachers and administrators in contemporary classrooms and schools. By moving to a collaborative, standards-based model of supervision, TCs experience mentoring based upon linkages between their university experiences and life in classrooms (University of Santa Cruz, 2002).

Supervision Policy-Site Teacher Educators

The role of the CL/US in the Urban Institute for Teacher Education’s licensure programs serves TC in the early childhood, elementary, and secondary program.

Site Teachers serve a critical role in the education of novice teachers. The benefits are both professional and personal. STE s provide feedback and guidance to the TCs in alignment with the goals and mission of the Urban Institute for Teacher Education. That is, Site Teachers are conversant in the standards and evaluation criteria associated with the review process conducted through the Utah State Board of Education.

Specifically, STEs are able to articulate and successfully evaluate TCs’ performance in alignment with INTASC/PRAXIS standards for performance. STE s may complete training in mentoring and supervision through workshops and university course work.

Site Teacher Educators-Benefits for Veteran Teachers

1. Expanded repertoire of teaching experience and teaching strategies.

2. Increased appreciation for collaboration.

3. Professional efficacy.

4. Commitment to the teaching profession.

The following list delineates the expertise of our STEs:

Role of Supervison-Benefits for Teacher Candidates

Understanding the trajectory of teacher development by:

1. Developing a common language related to classroom.

2. Using a variety of instructional strategies and resources in order to respond to students’ diverse needs.

3. Promoting self-directed learning.

4. Creating environments that promote effective teaching and learning.

5. Developing professionally.

Role of Supervision-Observation

While there are variations in the supervisory schedules across the elementary and secondary emphasis areas, a typical 12-week student teaching experience includes a minimum of four full lesson visits to each TCs classroom. Informal evaluations may include planned, “touch base” visits designed to update CLs on the progress of TCs’ work in the classroom and video observations. Formal observations involve a deliberate pre-conference, the observation of a full lesson, and a formal post-conference. Written and verbal feedback is provided in order to document students’ progress and to provide a narrative of development over time.

Professional Development for Site Teacher Educators

As partners in mentoring and evaluation, STEs are recognized professionally through the following:

1. Eligibility to Apply for an Exemplary Mentor Scholarship.

2. Annual Site Teacher conference attendance at the University of Utah.

3. Access to Teacher Resources through the UITE website.

Site Teachers are also able to choose one (1) option from the following menu:

1. $100.00 Honorarium.

2. Participation in a professional development course through the UITE. Participation for university credit will be available at a nominal fee of $100.00.

University Cohort Leader

University CL include university faculty and graduate assistants who are trained as facilitators in the supervision of preservice teachers. The duties of CL/US include:

1. Conducting formal and informal observations of TCs.

2. Conferencing with TCs to provide guidance, feedback, and assistance.

3. Communicating regularly with STE.

4. Completing Pre-Student Teaching Practicum and final student teaching evaluations of TC’s performance.