U.S.F. Teacher Credential Program: Multiple-Subject: Student Teaching II & III

ROLES AND RESPONSIBILITIES OF THE MASTER TEACHER

           

As a master teacher, you share in the final stages of the teacher preparation process at the University of San Francisco.  It is through your competence, professionalism and sensitivity that our students are introduced to the "real world' of teaching.  We recognize the vital role you play in forming the dispositions, enhancing the knowledge, and refining the skills within these pre-service teachers.  Thank you for sharing your classroom and your expertise.

Getting Ready for a Student Teacher

            Before your student teacher arrives at the school, there are several things than can be done.  Arrange a place in the room for the student teacher to work and keep her/his supplies.  Begin assembling a packet of useful materials including curriculum guides, textbooks, seating chart, course outlines, school handbook, school calendar / schedule, your specific duty schedule (recess, lunch, etc.) and a copy of your school SARC report.

            It is important that the student teacher is an active participant in her/his teaching experience.  She/he should be at school during the same times you are and should actively participate in all school meetings and events.  In addition, please set aside specific times each day when the two of you can talk together.  These discussions should include time for planning lessons and an integrated unit the student teacher will be planning and presenting, feedback on lesson presentation, and questions related to teaching practice. 

Getting Acquainted and the First Week of School

            During the semester that the student teacher is in your class, she/he should progress through a sequence of orientation, observation, participation and full teaching responsibility.  As master teacher, you provide the orientation describing the district guidelines and curriculum, touring the school building with the student, making introductions to school personnel, explaining classroom policies and procedures, and discussing the scope and sequence of the curriculum to be taught.  During the first week, the student teacher will become acquainted with your class by observing you as you plan and teach.  She/he can also begin to take on responsibilities during the school day including: • checking attendance • assisting with the collection, assessment and distribution of student work•working with students in small groups •assisting with supervision during lunch and recess • planning and creating a display, bulletin board or learning center • reading a story or leading sharing time • explaining a specific procedure or technique

Assist the student in her/his observations and orientation into the teaching profession by providing information, through modeling and sharing of personal experiences/ methods, of specific topics such as: • motivation techniques         • approaches to use in developing learner confidence•giving rewards and /feedback • classroom management techniques • planning teaching-learning strategies in each curriculum area •  provisions for individual differences • management of multiple groups • student assessment

 The Teaching Schedule

            A general pattern for a student teacher will begin with a period of observation for one or two weeks, the length depending on the student's readiness.  By the third week, the student may take on responsibility for one curriculum area or class period per day, with gradual addition of curriculum areas or class periods leading to full responsibility. The goal is for the student teacher to assume full-time teaching responsibilities for at least one week during the first nine-week period and at least two weeks by the end of the semester placement.  This does not preclude team-teaching between you and the student.  The planning and organization, however, should be primarily the student teacher's responsibility during these "solo" weeks. 

Planning and Preparation

            The student teacher will keep a lesson plan book as well as lesson/activity planning notes, in a manner that is most useful for her/him, throughout the student teaching placement.  However, the plans made by the student teacher should be more detailed than those the master teacher ordinarily writes.  Formal lesson plans need only be written out for the University Supervisor during her/his observation visits. 

            Time should be set aside daily (at least 15-20 minutes) for planning meetings.  The student should work closely with you in planning the daily and weekly lessons. Please allow time for you to review and make comments on her/his plans.  She/He will also need your guidance in developing long-range plans, based upon your experiences with the broader curriculum and grade level.  One requirement during the placement is the development of a literature-based, integrated, thematic unit to be taught during the student teacher's solo week(s).  Please work closely with the student teacher so the unit developed is appropriate for the students in your class and fits smoothly into your curriculum.

On-Campus Seminars

            During the student teaching experience, student teachers are concurrently registered in a seminar that meets every Monday evening.  In addition to providing time for reflection on their teaching experiences, the seminar focuses on topics such as classroom management, current issues in education, curriculum and instructions strategies for today's schools, and career search strategies.

Observation and Conferences with the Student Teacher

            One of the most important aspects of student teaching is the benefit the student teacher receives from conferences with the master teacher (Please note: these conferences are in addition to daily planning meetings and have a different focus).  The ideal conference is a cooperative effort.  Both the student teacher and the master teacher prepare for the conference; both come with ideas to improve instruction.  It is hoped that these conferences will occur frequently, at the very minimum at least once a week.  It is likely that brief, informal encounters and meetings would take place often, especially for a question or concern that needs attention.  By whatever means, it is essential that master teacher and student teacher keep communicating with one another.  The importance of this constant and close communication cannot be overemphasized.

University Supervisor's Visits

            The University Supervisor will visit your classroom a minimum of seven times during the semester-long student teaching placement, to observe and provide feedback to the student teacher.  These visits will be arranged in advance.  The student teacher will hold a pre-visit conference, usually over the telephone, with the Supervisor to provide information about the lesson to be observed.  During the visit the Supervisor will record observations on a form with copies going to the student teacher and to you.  The Supervisor will need to hold a post-observation conference, 10-15 minutes, with the student teacher following the observation.  While the Supervisor may speak briefly with you at each visit to share successes and concerns, please feel free to contact the Supervisor at any time during the course of the semester placement.  A more formal, three-way conference is needed following the second, fourth, sixth, and seventh observation.  The timing of these interim and final conferences will be coordinated with you and the student teacher by the Supervisor.

Assessment

            You are asked to provide a written assessment of the student teacher four times during the semester: three monthly reports and one final evaluation.  The form to be used is essentially the same for all four assessments.  Your student teacher will provide you with the forms and self-addressed envelopes to mail to the School of Education.  If it is more convenient, you can fax the assessments to (415) 422-5504, attn: Dr. Dillon.

            This form can also provide the basis for conferences with your student teacher through out the placement to assess development and to set goals.  Please feel free to share your assessment with your student teacher as a means of helping her/him grow in her/his teaching skills. 

            In addition to the University of San Francisco evaluation form, the student teacher will be asking you for a letter of recommendation.  This letter is an important part of the student's Professional Portfolio and job search documents. 

 

Questions and Concerns

Please contact the Field Placement Director for the Teacher Education Program at the University of San Francisco (Dr. Geoffrey R. Dillon, S.J./ 415-422-5489 / email: dillon@usfca.edu ) if you have any comments, questions, or concerns.  You will receive contact information from your student's University Supervisor and should feel free to communicate with the supervisor at any time.  Again, thank you for sharing your classroom and your expertise!

 1/2004