student+teachers+-+DRAFT


 * Student observers and student teachers - DRAFT**

//Collegial Circle Members - please review this document, make changes, add details, etc. We will finalize this document at our next meeting in February. Thanks!// · Offerings for cooperating teachers – one day workshop with info about how teachers are trained, what courses they take, etc.  ·  Chairs interview student teaching candidate prior to being approved by the district  à  provide direct feedback to schools about candidate’s qualifications · Chairs would like to learn more about the methods courses that candidates are taking (i.e., is it a specific WL methods course, or a general teaching methods course?); are students involved in real-life experiences (i.e., simulations) during the methods course? · Are students being videotaped during sample lessons? · Use of textbooks? Glissan; Omaggio-Hadley; Curtain and Pesola · Knowledge of technology  à  uses in WL classroom · Do students take courses in addition to student teaching? If so, students can’t get the full benefits of student teaching b/c they have papers, exams, classes, etc.  à full time status · Students should take and pass all required state exams prior to starting student teaching · Students should be at a certain level of ACTFL proficiency scale prior to starting student teaching · Encourage study abroad for teachers (OR equivalent local opportunities to practice with native speakers) · Make students aware of scholarships, fellowships (i.e., AATSP, AATF, NECTFL, Fulbright, etc.) for students to study abroad · Challenge for chairs: how to recruit the BEST teachers to be mentors/cooperating teachers; credits are not an incentive for some of the best/more experiences  à  stipends, travel opportunities, etc.  ·  Encourage (require???) candidates to be members of local, state and national organizations (i.e., LILT, NYSAFLT, ACTFL) · Have students create a portfolio - online (i.e. a website) or otherwise · Professional responsibilities (outside of classroom) · Districts  à  provide candidates with a guidebook or handbook · Weekly meetings between student teachers and chair · Help student teachers with resumes · Observe and write up observation reports for student teachers · Encourage student teachers to attend department meetings, board meetings, etc.  ·  Facilitate observations of other department teachers (and observation of teachers from other disciplines) · As chairs, we introduce and include student teacher in department activities · Perform exit interviews with student teachers to talk about their experiences during the student teaching period · Cooperating teachers need to be honest with student teachers regarding strengths and weaknesses; chairs provide cooperating teachers with “training” about how to communicate this information to student teachers  à  “difficult conversations” · Establish a “common vocabulary” re: observations (i.e., use NCFLRC document to help observe candidates); a list of questions that would help cooperating teachers assess student teachers
 * Pdf files; lessons
 * Photos of candidate working with students
 * videos
 * Socializing out of district (partying, bars, etc.)
 * Dress, appearances
 * Facebook, MySpace, websites  à professional image
 * Email address on resume; message on home answering machines/cell phones
 * Spend time before and after school working with cooperating teacher, students, doing lesson planning, etc.