Update
from University Supervisors’ Meeting
Section II: Assessment and Evaluation of Student Teachers
(From Student Teaching Handbook with additional comments)
The Report Process
Electronic
versions (available to print) of all reports may be obtained from the
following
website:
http://education.lssu.edu/All%20forms.html#Forms%20for%20Interns
I. The First Progress Report (F115)
- To be completed by
- Purpose: To relay important information to the
student teacher and to the
- Send to SOE in one of two ways:
a. BY MAIL: to Mr. Jim Kerfoot, LSSU School
of Education Field Experience Director, School of Education, Crawford Hall 330,
Lake Superior State University, 650 W. Easterday Avenue, Sault Ste. Marie,
Michigan 49783
b. SEND WITH STUDENT TEACHER TO TE 480
CLASS. Student teacher will give to TE 480 instructor and TE 480 instructors
will deliver or mail to
The
First Progress Report is submitted as an assessment of the student teacher's
baseline
performance and relays important information about the student's
competencies
to the university supervisor, the Professor of Record, and the Director of
Field
Experiences. The supervising teachers should indicate any initial concerns they
may
have on this form. The student teacher should have taught for part or all of a
class
session before sending in this report.
II. Mentor Teacher Evaluations of Intern during Each Semester
- FORM F-130C
- To be completed by mentor teacher ( or
in collaboration with University Supervisor)
- TIMEFRAME: 1. End of September/Early October
2. End of October/Early November
3. End of November/Early
December
·
SPRING
TIMEFRAME
1. End of January
2. End of February
3. Mid to Late March, Early
April (varies)
(Final Evaluation for
most student teachers)
Three
formal evaluations using the Periodic Evaluation Form(F-130)
are to be
completed
each semester by the mentor teacher. At the end of the final evaluation, the
mentor
teacher should indicate the student teacher’s performance level. The
supervising
teacher is to make additional comments to extend or substantiate the
profile.
III. The University Supervisor’s Reports
- FORM F-130C
- To be completed by University
Supervisor
- FALL TIMEFRAME: 1. End of September/Early October
2. End of
October/Early November
3. End of November/Early December (
·
SPRING
TIMEFRAME
1. End of January
2. End of February
3. Mid to Late March, Early
April (varies)
(Final Evaluation for
most student teachers)
Six
evaluations during the first semester and five evaluations during the second
semester are
to be completed by the University Supervisor. (Each semester, three
formal
evaluations using the Periodic Evaluation Form (F-130) are to be completed.)
These will
include each respective semester’s final semester evaluation. The university
supervisors
complete a report and share their observations with the student teachers
and
supervising teachers following each observation. University supervisors are
encouraged to
help student teachers evaluate themselves through such techniques as
conferencing,
surveying, and videotaping. The university supervisor should consult
with the
supervising teacher concerning the student teacher's progress during each visit
and, if
needed, between visits.
When a student teacher is found to be faltering in carrying out the
responsibilities of student teaching or the attendant course work, an Intern
Plan of Improvement is implemented as a means of facilitating positive change.
(See Section XII of LSSU
By the completion of the student teaching internship, the interns must
demonstrate adequate (as defined by MDE) performance in each element of the
Entry Level Standards for Pre-service Teachers. These standards represent the
kinds of understanding and abilities novice teachers should have in order to teach
diverse students responsibly from their first day of employment as certified
teachers. The assessment processes are designed to help each candidate develop
these kinds of understandings and abilities; LSSU’s assessment procedures are
structured to ensure that all students who complete a
professional teacher
preparation program with a recommendation for Michigan Teacher Certification do
indeed possess these understandings and abilities.
General Responsibilities of the University Supervisor
The following
list of responsibilities will guide the university supervisor in assisting
the professional
relationship between the student teacher and the school community:
· Serve as the
prime liaison between the schools and the University.
· Cooperate with
school personnel in a manner that will enhance the partnership between
the school system
and the
· Serve as a
resource person for the supervising teacher and the student teacher.
· Observe the
student teacher teach at regular intervals at least 5-6 times per semester.
The
observations will be spread throughout the semester. A student who has a split
assignment
will be observed a minimum of two times per assignment.
· Conduct six
evaluations during the first semester, and five evaluations during the
second
semester.(Each semester, three formal evaluations using the Periodic
Evaluation
Form (F-130) are to be completed.) These will include each respective
semester’s final
semester evaluation.
· Conduct the
Orientation/First Visit (Form F020) within the first two weeks of student
teaching.
Initiate conferences with student teachers, supervising teachers and others
concerned with the
student's progress.
· Confer and
cooperate with the student teacher and supervising teacher in evaluating the
student's progress and
give them a copy of the evaluation.
· Provide
sympathetic understanding and advice to help alleviate the tensions that often
accompany student
teaching and aid the student in improving self-confidence;
· Confer with
the Professor of Record in the writing and implementation of any
necessary Intern Plan
of Improvement (Form F140).
· Submit reports
to the
· Act to enhance
the continuing growth and quality of the student teaching program.
Responsibilities
of the
The following
list of responsibilities will assist the
high quality
program that fosters the growth and professional development of all individuals
concerned:
· Administer and
provide leadership for the student teaching program.
· Establish
policies and procedures for administering the student teaching program.
· Consult with
supervising teachers, school administrators, and all departments of the
University to
develop, implement and evaluate the student teaching program.
· Provide
opportunities for in-service education for supervisory personnel.
· Approve
supervising teachers.
· Approve
student teaching assignments.
· Oversee the
nature and quality of the student teaching experiences.
· Monitor the
nature of the supervision provided by the University.
· Review all written evaluations of each student teacher.
· Plan and
conduct an orientation to discuss student teaching roles and responsibilities
for prospective
student teachers.