Directing Teachers Will:

1. Provide orientation for the student teacher before student teaching begins:

• Explain school procedures and classroom expectations to the student teacher —particularly those related to planning, grading, and classroom management.
• Discuss expectations for the student teacher’s performance.
• Guide the student teacher in organizing curriculum and planning instruction for the quarter and semester.
• Share ideas and resources with the student teacher.

2. Attend an orientation meeting about Dominican’s program prior to the beginning of student teaching, led by the university supervisor.

3. Schedule and participate in weekly conferences with the student teacher (Form #6/6A).

• Supervise the development of short- and long-range planning (lesson plans, unit plans, etc.)
• Assist the student teacher in developing plans for addressing classroom problems/issues as they arise.
• Provide specific constructive written or oral feedback at least once each week to the student teacher to assist with improving planning and implementing instruction.
• Provide the student teacher with the opportunity to implement a variety of teaching strategies.

4. Observe the student teacher’s classroom teaching performance regularly, at least once a week throughout each student teaching assignment.

5. Model for the student teacher those professional behaviors consistent with excellence in teaching.

• Provide guidance to the student teacher with respect to school policies and procedures.
• Assist the student teacher, in determining strategies and practices regarding classroom management.

6. Review the student teacher’s written lesson plans.

• Engage in reflective conversations to promote the self-assessment of the student teacher.
• Expect to see weekly lesson plans no later than Friday of the preceding week.

7. Confer regularly with university supervisor/resident supervisor to provide feedback on the student teacher’s progress and issues.

•  Meet with university supervisor/resident supervisor, as needed.
• Share feedback on classroom observations with the university supervisor/resident supervisor.
• Confer regularly with school site coordinators to problem-solve any difficulties related to student teachers.

8. Evaluate the student teacher’s performance in a timely manner.

9. Communicate regularly with the university supervisor/resident supervisor to provide feedback on the student teacher’s progress and issues.

For single subject and education specialist student teachers:

• Meet with the student teacher and university supervisor, in a student teacher progress conference, in the 5th week of student teaching to discuss the student teacher’s performance and agree on areas that must be improved in order to pass student teaching. Complete Form #7.1.
• Meet with the student teacher in the 10th week of student teaching, in a second student teacher progress conference, to discuss the student teacher's performance and agree on areas that must be improved in order to pass student teaching. Complete Form #7.1.
• Evaluate each student teacher’s performance on the Evaluation of Single Subject/Education Specialist Candidate’s Teaching Performance form, Form #9/9A.

For multiple subject and education specialist student teachers:

• Meet with the student teacher and resident supervisor/university supervisor, in a student teacher progress conference, at the midpoint of the first assignment or the midpoint of the second assignment to discuss the student teacher’s performance and agree on areas that must be improved in order to pass student teaching. Complete Form #7.1 each time.
• Evaluate each student teacher’s performance on the Evaluation of Multiple Subject/Education Specialist Candidate's Teaching Performance form, Form #10/10A, at the end of each placement.
• Meet with the student teacher to discuss the final evaluation and secure all signatures.
• Give completed evaluation form to the university supervisor.
• Write a letter of recommendation at the student teacher’s request. [Optional.]