Familiarize yourself deeply with the most recent Curriculum and Instruction Department student teaching and supervision resources.

Participate in student teaching and supervisor meetings as scheduled for updates on resources, practices, and procedures.

Meet with assigned teacher candidates to review the student teaching syllabus and calendar and discuss expectations and approaches to supervision.

Communicate by email and in person with the cooperating or mentor teacher to introduce yourself and familiarize them with SUNY Oswego student teaching expectations, processes, priorities, resources, and evaluation forms. Particular resources to discuss include the (a) Student Teaching Handbook; (b) Student Teaching Syllabus; (c) Teaching Plan; (d) Mid-Course Evaluation Form; (e) Student Teaching Evaluation Form; (f) Professional Dispositions Assessment; and (g) the Capstone Teacher Performance Assessment (TPA).

Schedule and complete three formal observations and post-conferences with the candidate and cooperating or mentor teacher for each student teaching course. For undergraduates whose student teaching semester is composed of two courses, this is a total of six observations. For MST candidates, this is three observations in the Fall semester student teaching course and three observations in the Spring semester student teaching course. Leave time between each observation to ensure time for the candidates to apply feedback from the preceding observation.

For each formal observation, write an observation report in which you document strengths and areas for the candidate's growth specific to the student teaching objectives and the context. Document any specific concerns. Share each written observation report with the candidate and the cooperating or mentor teacher as soon as possible after the observation to promote the candidate's integration of feedback. 

Upload the formal observation reports to the candidate’s Field Experience Folder in Watermark by the end of each student teaching course.

Have detailed knowledge of the most recent version of the Capstone TPA  Handbook and Capstone TPA Evaluation Guidelines.

Ensure that cooperating / mentor teachers have information about the Capstone TPA. Request assistance from the TPA Coordinator if needed.

Review candidates’ Capstone TPA entries in the Weekly Student Teaching Report. Monitor progress and respond as indicated. Make TPA Coordinator aware of concerns or need for support.

Evaluate the Capstone TPA in Watermark following the Capstone Evaluation Guidelines in a timely manner. Request assistance from the TPA Coordinator if needed. Inform the candidate by email of the outcome.  Consult with the TPA Coordinator as needed.

Receive and read candidates' Master Teaching Schedule and Teaching Plan at the start of the student teaching course and subsequent updates. Follow up with the candidate and/or cooperating or mentor teacher with any questions or concerns you may have.

Receive, read, and respond to teacher candidates’ Weekly Student Teaching Reports.

Communicate with teacher candidate in other ways as needed and agreed upon.

Discuss any concerns that may emerge with the Student Teaching Coordinator.

Maintain regular communication with the cooperating or mentor teachers to keep the lines of communication open. Inquire about candidates' performance and respond as soon as possible to questions or concerns the cooperating or mentor teachers may have. Communicate any concerns with the Student Teaching Coordinator.

During the fourth week of each student teaching course and after the cooperating or mentor teacher and the teacher candidate have both completed and discussed the Mid-Course Student Teaching Evaluation Form, request a copy of the teacher’s completed form. Discuss next steps for addressing goals and any areas of concern with the cooperating or mentor teacher and the teacher candidate. This discussion may take place in conjunction with a scheduled observation.

In conjunction with the final observation of each student teaching course, facilitate a three-way conversation with the cooperating or mentor teacher to discuss the candidate’s growth and goals on syllabus objectives and/or Student Teaching Evaluation Form items. (Note that you and the cooperating or mentor teacher will individually and separately complete the Student Teaching Evaluation form in Watermark.

Follow guidelines for form completion and observation report submission as described in the Supervision Responsibilities and Timeline Guide in the supervision folder.

Complete the required Student Teaching Evaluation and Professional Dispositions Assessment forms and upload the completed observation reports in the Field Experience area of assigned candidate's Watermark account at the conclusion of each student teaching course. 

Read the Student Teaching Evaluation and Professional Dispositions Assessment forms completed by the cooperating or mentor teachers in Watermark. Make the Student Teaching Coordinator aware of any unexpected ratings or feedback.

Assign a final grade for each assigned candidate in myOswego, taking into consideration feedback from the cooperating or  mentor teacher. Consult with the Student Teaching Coordinator regarding uncertainties and/or before assigning a U (Unsatisfactory) or an I (Incomplete) grade.

Complete mileage reporting forms found in your supervision folder following the final observation of each month. Submit forms to the Curriculum and Instruction Department email address (cidept@oswego.edu).