Explain curricular requirements and review curricular resources.

Discuss ways in which social justice; diversity, equity, and inclusion initiatives; and culturally-responsive pedagogy are and can be integrated into the curriculum and instruction.

Discuss ways in which social emotional learning are and can be addressed through instruction.

Support the teacher candidate in building responsibility for long-term and daily planning and assessment with an eye to standards and curriculum.

Review and provide feedback on long-term planning prior to lesson plan writing.

Review and provide feedback on daily lesson plans prior to instruction.

Encourage the teacher candidate to plan for implementing new and differentiated strategies and to develop a personal teaching style.

Discuss how to collect and use data to inform teaching and student learning.

Learn about the SUNY Oswego Capstone Teacher Performance Assessment (TPA) from the teacher candidate. Request additional information from the supervisor if desired. 

Assist the teacher candidate as they complete the Capstone TPA by (a) providing information about the learners in their selected focus class; (b) directing them to others who can further inform them about the learners; (c) identifying a curricular focus for the Capstone TPA; and (d) ensuring they have the time and opportunity to teach and assess the Capstone TPA lessons in the first student teaching course.

Provide the teacher candidate ongoing and increasingly-responsible opportunities as per the Teaching Plan. This may include various co-teaching designs as well as independent teaching.

Encourage the teacher candidate to reflect on teaching strategies, dispositions, skills, and student learning outcomes.

Observe the teacher candidate’s instruction and interactions with students. Provide regular feedback and guidance based on these observations, orally and in writing.

Participate in meetings with the candidate and college supervisor to discuss the teacher candidate’s progress in terms of both strengths and areas for growth.

Include and prepare the teacher candidate for all professional events and opportunities in the building or district that you are required to attend (e.g., parent-teacher conferences, Superintendent's conference days).

Make the teacher candidate aware of additional professional events and opportunities for teachers beyond those required and encourage their participation (e.g., professional workshop or conference, book study group).

Promote the teacher candidate’s reflection on professional learning and how it can inform teaching and learning.

Complete the Mid-Course Student Teaching Evaluation Form during the fourth week of each student teaching course. Discuss and share the completed form with the teacher candidate who will have completed the same form as a self-assessment. Provide a copy of your completed form to the college supervisor, making them aware of any concerns to be addressed.

At the end of each student teaching course, discuss the teacher candidate’s overall performance with the teacher candidate and college supervisor.

If appropriate and requested by the teacher candidate, write a professional reference letter.

Complete the on-line Student Teaching Evaluation and Professional Dispositions Assessment forms in Watermark, the SUNY Oswego College of Education, Health, and Human Services data management system, when directed to do so in an email from the Watermark Administrator. Inform the college supervisor if you do not receive this email by the final week of the student teaching course. The candidate or supervisor will provide you a copy of these evaluation forms in advance so you are aware of evaluation criteria.

Contact the college supervisor immediately with any concern about the teacher candidate, such as inadequate progress; absences or tardiness; inadequate preparation to teach (e.g., missing lesson plans, inaccurate content knowledge); or unprofessional dispositions, actions, and/or language.

Contact the Student Teaching Coordinator with any concern regarding the college supervisor.