Supervision of Student Teachers
Laboratory experiences have recently become more diverse, and prospective teachers observe, teach, and demonstrate long before they graduate from college.
The student teaching, which normally comes in the junior or senior year, is recognized, however, as the culmination of the field work experiences. It is also acclaimed by most students graduating from high-quality professional preparation programs as an extremely valuable learning experience.
The supervisor in the school system in which the student teacher is placed has a crucial role in the development of the prospective teacher.
Most of the principles that apply to supervision apply in this instance also. Supervisors should approach this task in a spirit of empathy and helpfulness. Everything possible should be done to assist the student teacher in achieving status in the eyes of the pupils and to make him/her feel at ease in the new situation.
Tactful guidance in discipline problems and in dealing with individual students can be very helpful. Thoughtful orientation to the school system and its philosophy may prevent unnecessary mistakes. Assistance is generally needed with the evaluation of students and preparation of reports.
The representative from the college or university also has supervisory responsibilities. The following tasks and responsibilities generally fall to this individual:
Visiting the student teacher periodically and counselling him/her with his/her problems.
- Meeting with appropriate administrative officers at the school where the student teacher is assigned.
- Planning and conducting meetings or the student teachers for an exchange of ideas.
- Assuming responsibility for the student teachers.
- Taking the responsibility for withdrawals and reassignments, which are sometimes necessary.
- Arranging for the in-service education of student teachers.
Regardless of the competence of the coordinator of student teaching or university consultant, the director of director of physical education must accept responsibility for the entire student teaching program in this field.
The director should be kept informed of unusual incidents and problems, participate in decisions about withdrawals and changes of assignment, are involved in the public relations aspects of the program, confer frequently with staff members in charge, and keep fully informed of state departmental regulations and practices.
Communication and coordination are key concepts in the student teaching program. Students, college and university staff members, public school administrators and teachers, parents, and officials from state department of education are all involved.
The program is one of most important in the education of prospective teachers. The administrator who strives for excellence will accord the student teaching program considerable attention.
