Field Experience Handbook

Formulating the Takeover Plan

Teacher interns come to the student teaching experience with a variety of strengths and experiences. Therefore, the exact date or week for a teacher intern to assume full responsibility for teaching will not be the same for all students. It is especially difficult for the university supervisor to suggest any set pattern because of the differences between teacher interns, mentor teachers, and classroom settings. The mentor teacher is in the best position to suggest a plan to the university supervisor regarding the teacher intern's assumption of full classroom responsibility. Gradual assumption of responsibilities lessens frustration and builds confidence. Involving the teacher intern progressively in observation, mentoring individual students, preparing materials, teaching small groups and then large groups will help promote a successful experience. Release as many responsibilities and decisions to the teacher candidate as his/her competence warrants and as the situation dictates. The following are four distinct stages in the student teaching process:

Stage 1 - Observation:
This stage should allow teacher interns an opportunity to become familiar with school policies, classroom routine, building personnel, classroom objectives, procedures, and individual students. During this observation stage, teacher interns should be provided opportunities to assist in instruction and discuss their observations. There is no minimum or maximum observation period prior to the actual teaching period.

Stage 2 - Observing/Assisting:
During this stage, teacher interns should be provided opportunities to assist mentor teachers. Mentor teachers should gradually increase the responsibilities of teacher interns in performing routine duties, working with individuals and small groups, etc. This stage is an ideal time to collaboratively plan and establish team-teaching strategies. The mentor teacher should offer the teacher intern support and modeling while encouraging independence.

Stage 3 - Independent Teaching:
As a teacher intern develops skills and confidence, the mentor teacher can relinquish more duties and responsibility. Teacher interns should be involved in instructional activities as early as possible. The length of the independent teaching stage will depend on such factors as: l) nature of the classes, 2) student teaching assignment, 3) progress and competency of the teacher intern, 4) judgment of the mentor teacher, and 5) responsibility and maturity of the teacher intern. During this stage teacher interns should have primary control of planning, teaching and evaluation of the students.

Stage 4 - Phase-Out/Observation:
The purpose of this stage is to provide a smooth transition of responsibilities from the teacher intern back to the mentor teacher. While teacher interns will continue to assist with various aspects of the teaching, they should also be provided opportunities to observe in other classrooms and at various grade levels.

Special Education Takeover Plan

Special Education takeover plans are individualized for each teacher intern according to their specialty area. The university supervisor will work closely with the mentor teacher and teacher intern to determine an appropriate time frame for assuming complete responsibility of the program.

Every effort should be made to assure that, with few exceptions, the teacher intern assumes full responsibility for the classroom/case load by midterm.

Typical Early Childhood Education Takeover Plan (8 Week Placement)

Week Activity

1	Observe and participate in general procedural activities under the mentor teacher's direction. Learn about the school's philosophy and routine. Ask questions about planning and implementation. Assist individual students.
2	Plan jointly with mentor teacher to determine gradual assumption of teaching responsibilities. Example: call the roll, takeover one reading group and read book to children.
3	Continue to teach reading group, assume responsibility for another reading group and begin instruction in math.
4	Add another math group plus social studies and science instruction. Participate in midpoint conference during weeks 4-5. Consult with the university supervisor for specific date of conferences.
5	Maintain reading, math, social studies/science instruction, and add art.
6-7	Add remaining teaching responsibilities for full assumption of planning, delivery and assessment of instruction.
8	Gradually relinquish responsibility to mentor teacher. Observe in other classrooms. Engage in a three-way final evaluation conference.

Typical Elementary Education Takeover Schedule (12-Week Placement)

    Week                                             Activity

   1 Observe and participate in general procedural activities under the mentor teacher's direction. Learn about the school's philosophy and routine. Ask questions about planning and implementation. Assist individual students.

   2 Plan jointly with mentor teacher to determine gradual assumption of teaching responsibilities. Example: call the roll, takeover one reading group, read book to children and play a classroom game.

   3 Become responsible for two reading groups, one math group, one art.

4-10 Add one additional subject area or class each week until teacher intern has the responsibility for the entire class for l0 days or more. Midpoint conference should occur between weeks 5-7. Consult with University Supervisor for specific date of conference.

11-12 Gradually relinquish responsibility to mentor teacher. Observe in other classrooms. Engage in a three-way final evaluation conference.

Typical Secondary Education Takeover Plan

Week                                   Activity

   1 Observe and participate in general procedural activities under the cooperating teacher's direction. Learn about the school's philosophy and routine. Ask questions about planning and implementation. Assist individual students.

   2 Teach one class on a regular basis. Plan jointly with the mentor teacher.

3-6 Take on an additional class until you have assumed responsibility for total planning, delivery and assessment for the entire day's teaching schedule. Midpoint evaluation should occur between weeks 4-5.

6-7 Assume full-time teaching responsibility for 5-l0 days.

   8 Gradually relinquish responsibility to mentor teacher. Observe in other classrooms. Engage in a three-way final evaluation conference.

The takeover plans shown above are suggested guidelines. Decisions concerning total takeover should be made on an individual basis dependent on the conditions and circumstances of the student teaching placement. Please work with the university supervisor in developing the teacher intern's initial takeover plan and any modifications to this plan.

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

Last updated on November 20, 2002

1	Observe and participate in general procedural activities under the mentor teacher's direction. Learn about the school's philosophy and routine. Ask questions about planning and implementation. Assist individual students.
2	Plan jointly with mentor teacher to determine gradual assumption of teaching responsibilities. Example: call the roll, takeover one reading group, read book to children and play a classroom game.
3	Become responsible for two reading groups, one math group, one art.
4-10	Add one additional subject area or class each week until teacher intern has the responsibility for the entire class for l0 days or more. Midpoint conference should occur between weeks 5-7. Consult with University Supervisor for specific date of conference.
11-12	Gradually relinquish responsibility to mentor teacher. Observe in other classrooms. Engage in a three-way final evaluation conference.

1	Observe and participate in general procedural activities under the cooperating teacher's direction. Learn about the school's philosophy and routine. Ask questions about planning and implementation. Assist individual students.
2	Teach one class on a regular basis. Plan jointly with the mentor teacher.
3-6	Take on an additional class until you have assumed responsibility for total planning, delivery and assessment for the entire day's teaching schedule. Midpoint evaluation should occur between weeks 4-5.
6-7	Assume full-time teaching responsibility for 5-l0 days.
8	Gradually relinquish responsibility to mentor teacher. Observe in other classrooms. Engage in a three-way final evaluation conference.