The Comprehensive Guide to Working with Student Teachers: Tools and Templates to Support Reflective Professional Growth

ISBN-13: 9780807764954 / Angielski / Twarda / 2021 / 190 str.

Elizabeth Soslau; Monique Alexander

Spis treści

• Contents
• Acknowledgments xi
• Introduction 1
• Focus on Empowerment 2
• Social Justice and Equity 3
• How Do I UseThis Book? 5
• 1. What Is Field Instruction? 11
• Field Instructor or Supervisor: What’s In a Name? 11
• Purpose of Field Instruction 12
• Necessary Conditions to Support Candidate Learning 15
• “Seeing” Growth Competence, Collaborative Expertise, and Adaptive Teaching Expertise 17
• 2. Roles and Responsibilities:  Bridging the PK12–University Divide 19
• Introduction 19
• Key Roles and Responsibilities of Field Instructors 19
• Field Instructor as Coach 21
• Field Instructor as Broker 25
• Field Instructor as Humanizing Pedagogue 30
• 3. Orienting Your Teacher Candidate to Student Teaching 34
• Introduction 34
• Pitfall 1: Candidate Does Not See the Practicum as a Course    Governed by Clear Expectations 34
• Pitfall 2: Candidate Believes the Myth That Teachers Are “Born to Be Great” 43
• Pitfall 3: Candidate Is Overwhelmed Before the Experience Starts 48
• Pitfall 4: Candidate Makes Assumptions About the School and the Surrounding Community 51
• Pitfall 5: Candidate Does Not Feel a Sense of Belonging 56
• Pitfall 6: Candidate’s Decisionmaking Is Unprofessional 58
• Pitfall 7: Candidate’s Communication Is Unprofessional  61
• 4. Helping Candidates Audit and Explore Their Professional Emotional Needs 65
• Introduction 65
• Wait, I’m Not a Mental Health Counselor.
• I’m Not Qualified to Unpack Emotions With My Candidate! 65
• Teacher Candidates’ Professional Emotional Needs 66
• Okay, I’m With You. So, How Do I Do That? 67
• Really Though, How Important Is Unpacking Emotionality? It Feels Too Touchy- Feely 71
• What Are You Talking About? I Need an Example! 73
• Wow, That Sounds Great, But I Don’t Have Time for All That 78
• 5. Tools for Observation 82
• Introduction 82
• From the “Trip Sheet”’ to the Framework: Paradigm Shifts in Field Instruction 82
• Getting Started: The Pre-Observation Conference 84
• Selecting an Observation Instrument 85
• 6. Post-Observation Debriefing Conference 99
• Introduction 99
• What Do Candidates Learn From My Feedback? 100
• One-on-One Conferencing After Observing a Lesson 104
• The Protocol: A Living, Breathing, and Ever-Changing Document 106
• 7. Assessing Lesson Effectiveness 119
• Introduction 119
• The Problem With University-Based Evaluation Forms for Summative Evaluation 120
• The Problem With University-Based Evaluation Forms for Formative Evaluation 122
• Improvement Plan Document 124
• Advice for Balancing Your Roles: Evaluative Gatekeeper and Instructor 124
• Advice for Communicating About the Value of University-Based Scores and Ratings 127
• 8. Video-Based Debriefing Tools for Virtual and Face-to-Face Placements  128
• Introduction 128
• Candidates Can Complete Pre-Orientation Preparation Work Online 128
• Parallel Conferencing 130
• Okay, I’m Convinced. How Do I Do It? 131
• How to Conduct a Parallel Conference 133
• Remote Field Instruction: Recorded Teaching Without Live Pupils 136
• Remote Field Instruction: Recorded Teaching 141
• 9. Voices From the Field  148
• Introduction 148
• When the Student Becomes the Teacher: A Less Than Ideal Clinical Educator 149
• How Did It Go? Great! Uh Oh, No It Did Not: Candidates Lack of Focus on Pupil Learning 150
• A Lesson in Communication: Candidates’ Use of Problematic Langauge 151
• Mentoring Mismatch: Navigating Ill-Paired Partnerships (CE/TC Dyads) 151
• When Supportive Accommodations Are Insufficient: Two Tales 153
• Never Underestimate the Power of Belonging: Advocating for Candidates’ Inclusion in the School Community 155
• When Good Teaching Is Not Enough: Problematic Performance Assessments 156
• Community Immersive Field Placements: Reeducation of Candidates 157
• 10. Finding Your Voice 159
• Introduction 159
• Developing Inquiry as Stance 160
• Unpacking My Personal Theories of Field Instruction 162
• Deepening Your Understanding of Self Through Self-Study 162
• Getting Started With Self-Study 164
• Preparing for the Self-Study Journey 164
• Defining Your Inquiry 165
• Identifying Critical Friends for Your Inquiry Journey 165
• Collecting and Making Sense of Evidence During Your Self-Study:
• Assessing, Planning, Implementing, and Evaluating 167
• Why Is Developing Your Voice Through Self-Study Important? 169
• References 171
• Index 179
• About the Authors 189