SUPERVISORY OBSERVATIONS
Up to this point in your teacher preparation program you have learned about teaching through participating in college courses and field experiences.  Student teaching is an extension of this learning with a primary focus on performance.  As you gradually assume the many responsibilities of a teacher you will  be expected to demonstrate growth and competency in the areas of: In order to determine whether you have the potential to be an effective BEGINNING TEACHER, you will be observed on a regular basis both formally and informally.  These observations will be conducted by the following individuals:
Most of your observations are conducted by your mentor teacher, and occur on a regular basis as you perform your classroom responsibilities. These observations are usually daily, informal and provide ongoing written or oral feedback.  There will also be other observations that are scheduled with a pre and post conference and written feedback.

 Your university supervisor will also observe you teaching.  Some of these observations will be scheduled, formal observations and others will be unscheduled, informal visits.  You will be expected to provide a written lesson plan for the supervisor to review before the lesson.  The observation will be followed by a post observation conference with written feedback.   Depending upon the length of your student teaching experience, you can expect to be observed anywhere from 4 to 8 times.

University faculty may visit your school and observe you teaching or confer with you about your experience.  These visits may be unannounced or scheduled depending  on the specific teacher education program.

Observations by school administrators or other classroom teachers are a common occurrence.  Sometimes they are drop in and are informal and sometimes they are scheduled with a follow up conference and written feedback.

Regardless of who is observing, the main purpose of the observation is to facilitate growth.  It is not merely to praise, criticize, or give you suggestions, but to provide the opportunity to engage in conversation that will promote your ability to reflect upon your teaching and resolve your  own dilemmas of practice.  This is a time to verbally analyze your own performance, generate alternative strategies, and commit to self examination and self improvement.

For specific information regarding the observation conference process, please refer to your university supervisor's additional materials that will be distributed during your orientation seminar in the beginning of student teaching.
 

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Table of Contents | Introduction | The Teacher Intern | Planning For Effective Instruction |
The Mentor Teacher | The Role of the University Supervisor |
Evaluating the Performance of the Teacher Intern |
Policies, Procedures and Professional Ethics

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Please contact Dorothy McKnight, Placement Coordinator, for questions or comments about this site.

Last updated on November 20, 2002