Throughout the journey of the teacher preparation program, candidates are placed in host schools for full time student teaching to progress in their practices as illustrated in the graph below:
A meeting will be held on the first week of the semester for the candidates who have registered for student teaching. The purpose of the meeting is to orient candidates with the student teaching system, expectations, rules, regulations, logistics, supervision, program requirements and evaluation procedures.
Candidates are expected to be acquainted with the school administration, teachers, staff and environment. They are also expected to be familiar with the school curricula, classes, texts and routines. During this week candidates conduct classroom observations and discuss their observations with their mentor teachers. During this week supervisory feedback is focused on Planning and Preparation and Classroom Environment as teaching components. Candidates are expected to begin making a student teaching portfolio in which they keep regular written reflection records and observations.
Candidates are expected to teach one very well-planned lesson every day. In addition, they are expected to observe one class. During these two weeks, supervisory feedback is focused on Instruction and Professional responsibilities as teaching components. Feedback from mentor teachers and supervisors is critical for candidates’ progress.
Candidates are expected to teach 2-3 very well-planned lessons every day. In addition, they are expected to observe one class. During these two weeks supervisory feedback is focused on Educational Technology and Professional Ethics.
Candidates are expected to continue teaching 2-3 very well-planned lessons every day (minimum teaching of 10 lessons per week). During this final phase of student teaching, candidates are expected to demonstrate full responsibility for their planning, teaching and assessment. Classroom observation and supervisory feedback is expected to continue throughout this last phase.
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