Selection of University Supervisor
University supervisors should be carefully selected as their role is critical in the professional development of the intern.
University supervisor should:
- Have experience in supervising
- Have a minimum of three year's experience at the current teaching assignment. Note that some states or districts require more years experience.
- Have knowledge of current state and programs requirements
- Have knowledge of objectives and procedures of the program
- Have a philosophy that is consistent with that of the program
- Understand all roles and responsibilities
- Be willing to fully participate in the role as university supervisor
- Be familiar with Beginning Teacher Standards, Best Practices
The Supervisory Relationship
Your roles and responsibilities as the university supervisor are numerous. However, serving as the supervisor and mentor are primary.
The supervisory aspect of the university supervisor's role requires that you be:
- Constructively and developmentally critical
The mentoring aspect of the university supervisor's role requires that you be:
- An advocate
- A role model for professionalism
- A role model for appropriate teaching practices
A cycle of "plan-teach-reflect" should be practiced in order for intern to adjust teaching practice and knowledge, as well as to gain confidence in things done well. The intern should be "coached" such that he/she increases his/her knowledge and skills in a way that all competencies of the beginning teacher standards are met by the conclusion of the internship.
Your Responsibilities as the University Supervisor
Prior to the Intern's Internship
- Accept the intern for the internship
- Become familiar with university and/or program materials and philosophy
- Become familiar with university and/or program expectations
- Become knowledgeable in using systematic observation techniques
- Become aware of the legal status of student teachers in the state and district.
- Assist the cooperating teacher in understanding of the policies and procedures of the university program
- Review interns' work arrangements to ensure they understand the consequences of outside work during the internship year and that they can undertake an internship while meeting their financial/family needs.
Visitation/Contact Responsibilities (check your university requirements)
- Make a minimum of 4-6 supportive/evaluative contacts
- Meet the intern and cooperating teacher for a minimum of three joint conferences to discuss evaluations and intern's work samples.
- Support the intern through email communication
Early in the Internship
- Accept the intern as a professional person.
- Schedule regular mentoring time with the intern
- Schedule regular meeting times with the cooperating teacher
- Support the intern via email communications
- Assist the intern in identifying strategies for coping- in ways that promote continued learning- with the various demands that they will face during the internship year.
Throughout the Internship
- (a) Observe the student teacher teach, (b) discuss the progress of the student teacher with the cooperating teacher, and (c) provide any assistance or support to enhance the experience for both the student and the cooperating teachers.]
- Provide consistent oral and written feedback
- Fulfill record keeping responsibilities, as required by each program.
- Comply with legal requirements and restrictions
- Serve as the intern mentor and advocate
- Encourage the intern to be creative and try new strategies; recognize that the intern may need to organize the teaching/learning within the classroom in a different manner.
- Ensure that the intern is following the schedule of progression set by the program.
- Serve as a resource person to the student teacher in the areas of curriculum development, instructional strategies, and classroom management.
- Contact the cooperating teacher with concerns, questions, changes, etc.
- Review intern daily and long-range/unit and lessons plans
- Collaborate with intern and the cooperating teacher in the establishment of a schedule for expanding teaching responsibilities and observing other classes (e.g., observations of other teachers, participation in teacher meetings and in-services, parent conferences, curriculum committees, community-school committees, study groups, professional associations).
|Documents from physical education teacher education and college of education at University of Wyoming and University of North Carolina at Greensboro were used to guide this section.|