Address
Form of workRole of the Student Teacher:
During the student teaching experience, Student Teachers will begin the transition to their professional roles as teachers. These roles are defined using Danielson's Framework for Teaching and its four domains:
Domain 1: Planning and Preparation
During the student teaching experience, Student Teachers will have the opportunity to apply their content and pedagogical knowledge in the classroom as teachers. They will learn to select instructional goals appropriate to their students and to develop lesson plans that demonstrate knowledge of content; students; State, professional and local standards; and use of educational resources. Written lesson plans are required of all Student Teachers. Such plans must be developed and must be submitted in advance to cooperating teachers and supervisors, within an agreed-upon schedule. In short, thoughtful planning is deemed essential and will help Student Teachers focus on the goals of each lesson and how those goals will be reached.
Domain 2: The Classroom Environment
With the help of their cooperating teachers and supervisors, Student Teachers will learn to create a learning environment that demonstrates mutual respect between students and teacher and among students. This involves creating a culture where content is valued and expectations for learning and achievement are high. Student teachers will learn to manage classroom procedures and student behavior and to organize their classrooms and resources in ways that promote both safety and learning. As part of this responsibility, they will learn to work with classroom aides, guidance counselors, social workers, psychologists, and other professionals to best meet the needs of students.
Domain 3: Instruction
Inherent in the title of "teacher" is the role of instructional leader. Therefore, Student Teachers are expected to engage students in learning content through activities, assignments, grouping, materials, resources, structure, and pacing. They will learn and implement questioning and discussion techniques that promote student participation and knowledge acquisition. They will be expected to communicate clearly and accurately and to provide accurate, substantive, constructive, specific, and timely feedback to students. Perhaps most importantly, given their novice status, Student Teachers are expected to be responsive to the suggestions of their cooperating teachers and supervisors and to demonstrate flexibility and persistence. Domain 4: Professional Responsibilities. Finally, Student Teachers will learn the obligations of membership in a profession, such as adherence to the rules, regulations, and schedules of the school; clear and accurate record-keeping; effective home-school communication; participation in school and professional activities; and collaboration with other professional team members. Apparent in these responsibilities is the demonstration of professional dispositions such as mature decision-making, positive peer relationships, and professional advocacy. Lastly, Student Teachers are expected to reflect on their own performance and to identify improvements to enhance their own professional growth and development.
During the student teaching experience, Student Teachers will begin the transition to their professional roles as teachers. These roles are defined using Danielson's Framework for Teaching and its four domains:
Domain 1: Planning and Preparation
During the student teaching experience, Student Teachers will have the opportunity to apply their content and pedagogical knowledge in the classroom as teachers. They will learn to select instructional goals appropriate to their students and to develop lesson plans that demonstrate knowledge of content; students; State, professional and local standards; and use of educational resources. Written lesson plans are required of all Student Teachers. Such plans must be developed and must be submitted in advance to cooperating teachers and supervisors, within an agreed-upon schedule. In short, thoughtful planning is deemed essential and will help Student Teachers focus on the goals of each lesson and how those goals will be reached.
Domain 2: The Classroom Environment
With the help of their cooperating teachers and supervisors, Student Teachers will learn to create a learning environment that demonstrates mutual respect between students and teacher and among students. This involves creating a culture where content is valued and expectations for learning and achievement are high. Student teachers will learn to manage classroom procedures and student behavior and to organize their classrooms and resources in ways that promote both safety and learning. As part of this responsibility, they will learn to work with classroom aides, guidance counselors, social workers, psychologists, and other professionals to best meet the needs of students.
Domain 3: Instruction
Inherent in the title of "teacher" is the role of instructional leader. Therefore, Student Teachers are expected to engage students in learning content through activities, assignments, grouping, materials, resources, structure, and pacing. They will learn and implement questioning and discussion techniques that promote student participation and knowledge acquisition. They will be expected to communicate clearly and accurately and to provide accurate, substantive, constructive, specific, and timely feedback to students. Perhaps most importantly, given their novice status, Student Teachers are expected to be responsive to the suggestions of their cooperating teachers and supervisors and to demonstrate flexibility and persistence. Domain 4: Professional Responsibilities. Finally, Student Teachers will learn the obligations of membership in a profession, such as adherence to the rules, regulations, and schedules of the school; clear and accurate record-keeping; effective home-school communication; participation in school and professional activities; and collaboration with other professional team members. Apparent in these responsibilities is the demonstration of professional dispositions such as mature decision-making, positive peer relationships, and professional advocacy. Lastly, Student Teachers are expected to reflect on their own performance and to identify improvements to enhance their own professional growth and development.
