81. General Information - Office Of Student Teaching Failing Grades A failing grade in student teaching requires the student teacherto withdraw from the program. student Placements. supervision and Evaluation. http://www.education.mcgill.ca/ost/general.html

General Information Welcome to the Office of Student Teaching. We have compiled general information to help answer questions you might have concerning student teaching at McGill... Statistics 1999-2000 # of Student Teacher placements: 1286 # of private schools: 29 # of participating schools: 198 (75 high schools, 123 elementary) # of participating school boards: 20 a total of 2403 placements were made for the 1286 student teachers these 1286 student teachers were supervised by 960 teachers Student Placements Placements for student teaching are made through the Office of Student Teaching. It is the responsibility of each student teacher to fill out a Student Teaching Placement Form Alternate Arrangements Students are expected to do their practice teaching in the school to which they are assigned. Under no circumstances are they to make their own arrangements. Travel Distances An effort will be made to place students within a reasonable traveling distance, but this cannot be guaranteed. Each student must budget a sum of money for travel to and from a school each day of the field experience. Substitute Teaching There is to be no substitute teaching by student teachers, nor any remuneration paid to them by schools or school boards during field

82. ED397060 1996-07-00 Teacher Mentoring: A Critical Review. ERIC Digest. studied the conversations of student teachers and Common topics include clinicalsupervision, research on effective teaching, beginning teacher concerns, and http://www.ericfacility.net/databases/ERIC_Digests/ed397060.html

ERIC Identifier: Publication Date: Author: Feiman-Nemser, Sharon Source: ERIC Clearinghouse on Teaching and Teacher Education Washington DC. Teacher Mentoring: A Critical Review. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC THE SPREAD OF MENTORING Since the early l980s, when mentoring burst onto the educational scene as part of a broad movement aimed at improving education, policymakers and educational leaders have pinned high hopes on mentoring as a vehicle for reforming teaching and teacher education. Concerned about the rate of attrition during the first 3 years of teaching and aware of the problems faced by beginning teachers, policymakers saw the logic of providing on-site support and assistance to novices during their first year of teaching (Little, l990). The scale of mentoring has increased rapidly, with over 30 states mandating some form of mentored support for beginning teachers. The mentoring idea has also been extended to the preservice level. Proposals for the redesign of teacher preparation (e.g., Holmes Group, l990) call for teacher candidates to work closely with experienced teachers in internship sites and restructured school settings such as professional development schools. The hope is that experienced teachers will serve as mentors and models, helping novices learn new pedagogies and socializing them to new professional norms. This vision of mentoring depends on school-university partnerships that support professional development for both mentors and teacher candidates.

83. UTeach - UTeach Graduates - University Supervisor http://www.uteach.utexas.edu/uteach/html/gradsupervisor.html

RESPONSIBILITIES OF UNIVERSITY SUPERVISOR Observe each Student Teacher on a regular basis following the UTeach Program Guidelines and, at the request of the Student Teacher or Supervising Teacher. Focus the observation on specific issues; like inquiry questioning strategies, cooperative group facilitation skills, setting positive expectations for all students, etc. Then provide the Student Teacher, Supervising Teacher, and UTeach Office with a written account of the observation as soon after the observation as possible. Conduct an individual feedback session for each observation made and provide the Student Teacher, Supervising Teacher and UT Office with a written summary of the results. Help any individual Student Teacher with any problems, which may arise in the student teaching assignment. Use the UTeach Supervisor of Student Teachers (471-9889) as a resource and initiate contact if problems warrant. Provide some guidance to both the Student Teacher and Supervising Teacher with respect to the pacing of experiences.

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