What to Expect...

The student teaching experience should be viewed as a period when the teacher candidate moves through a process of increasing responsibility. During this period of time the candidate will normally be involved in four major types of basic activities listed below. Some possible sequences have been suggested on the following pages. These are only guidelines, not mandates. The individual teacher candidate’s sequence should be determined by the mentor teacher and the teaching candidate, with input from the college supervisor. The mentor teacher will probably want to consider the age, behavior, and developmental level of the class, as well as the abilities and preferences of the teacher candidate, when planning the progression.

Observation

The candidate should have ample opportunity to watch the mentor teacher provide instruction, establish management routines, and interact in a variety of ways with students. Read the Observation Component of Student Teaching for more information regarding the 30 hours of required observation. 

Participation in Teaching Responsibilities

The candidate should spend a considerable amount of time assisting the mentor teacher in an active fashion. While the actual planning may be that of the mentor teacher, the teacher candidate can work with individuals and small groups, or the teacher candidate may teach a few classes while using the mentor teacher’s plans. This limited responsibility allows the teacher candidate to get to know the students individually and to establish important routines which will aid in later responsibilities. In the early stages, teacher candidates usually work in routine areas and/or areas of strength, where possibility of early success is relatively high.

Classroom Teaching - Lesson Planning and Gradual Increase of Lead Teaching

This stage of the process should involve the teacher candidate in actual teaching. The candidate should be assigned a class or an area of instruction for part or all of the group, plan the instruction, gather necessary materials, and carry out instruction. Lesson plans need to be prepared and shared with the mentor teacher for approval. The teacher candidate should start by taking responsibility in one instructional area or class and take on others as s/he appears to show effective instruction.

Full-Time Teaching Experience

The final phase is to assume full-time teaching responsibilities for the entire classroom program for a period of 4 weeks during each assignment. During this stage, the candidate will control planning for the whole day or all assigned periods and provide all of the instruction. Ideally, the mentor teacher(s) should leave the room for extended periods of time to allow the teacher candidate an opportunity to work alone in both instruction and management. The mentor teacher(s) should advise and approve all planning, might occasionally act as co-teacher in some of the instruction, and should use this time to observe and evaluate the work of the teacher candidate.

*Adapted from work developed by Ted Manolakes, University of Illinois at Urbana-Champaign

Teacher Performance Expectations

Students will gain experience in the following TPE standards and will be evaluated:

1. Engaging and Supporting All Students in Learning

2. Creating and Maintaining Effective Environments for Student Learning

3. Understanding and Organizing Subject Matter for Student Learning

4. Planning Instruction and Designing Learning Experiences for All Students

5. Assessing Student Learning

6. Developing as a Professional Educator

7. Effective Literacy Instruction for all Students

8. Integration of Faith and Learning