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College Supervisor Expectations

The College Supervisor is expected to:

  • Establish a supportive environment for the candidate.
  • Establish a mentoring relationship with the candidate.
  • Meet with the candidate and School Based Educator at the beginning of the student teaching placement to design a meaningful and comprehensive experience. The experience should be designed to support achievement of the learning outcomes as outlined on the student teaching evaluation form.
  • Review the long-range plan for the student teaching experience with the SBE and the candidate.
  • Observe the candidate at least three times per placement, giving information and suggestions to help him or her become an effective teacher. These visits are arranged in advance with the SBE and the candidate.
  • Check with the SBE on each visit to determine the candidate’s progress and areas for future growth.
  • Complete the mid placement and final evaluation form on the candidate in consultation with the SBE. This form must be completed collaboratively and promptly to ensure that the candidate receives a fair and comprehensive evaluation and grade assignment for the placement.
  • If the candidate is not making satisfactory progress, meet with the candidate and the SBE to develop a professional improvement plan.
  • At the end of the placement, meet with the candidate and SBE to review and discuss the final evaluation results. The evaluation process is a collaboration between the College supervisor and the SBE. The College supervisor submits the final grade for the candidate.
  • Plan and implement at least seven seminars for all of their assigned candidates, according to the school calendar.
  • Establish and maintain open lines of communication with the candidate, SBE, and others as necessary.
  • Help the candidate to achieve maximum individual potential by suggesting strategies for implementation.
  • Deliver the completed evaluation form to the director one week after the placement has ended.

Giving Feedback to the Candidate

It is important for candidates to receive and implement feedback. Every professional's performance is evaluated in some way. It is imperative that a candidate be provided the opportunity to receive this type of feedback from the start. More importantly, feedback lays the groundwork for the improvement of teaching skills. An SBE who can provide frequent, specific and constructive feedback will help a candidate obtain the maximum benefit from their student teaching experience.

Helpful Tips for Providing Feedback

  • Provide precise praise, supported with evidence observed from their planning/teaching
  • Be specific regarding strengths and opportunities for improvement
  • Do not give the candidate the answer. Instead, probe them to reflect on their teaching.
  • Guide the candidate to create action steps for improvement
  • Use personal examples for your own teaching to provide evidence
  • Focus on standards, outcomes, and professional dispositions
  • Use varied techniques to communicate feedback to your candidate oral/written (journal)
  • Practice through modeling the types of improvement that can be made
  • Set specific and measurable goals
  • Document and date all communication/feedback
  • Set specific timelines to evaluate status of previously issued feedback

The Student Teaching Seminar

The Student Teaching Seminar is designed to establish an environment for student teacher support and professional development. It provides opportunities for ongoing observation and reflection about philosophy, theory, the reality of the classroom, and student learning.

Recommendations for Seminar Topics and Discussion

  • Expectations of candidates for student teaching and seminar
  • Planning and implementation of units and lessons
  • Classroom management
  • Handling teacher to teacher politics
  • Professional portfolio development
  • Employment acquisition (interviewing, using a portfolio)
  • Assessment
  • Content-specific teaching strategies
  • Reading and literacy strategies across the curriculum
  • Effective integration of technology in the planning, delivery and assessment of instruction
  • Urban educator perspective
  • Reflective educator/action research
  • New York State test preparation
  • Diversity
  • Technology
  • New York State and national standards
  • Pedagogical content knowledge
  • Instructional strategies
  • Interpersonal relationships/community
  • Stress management
  • Leadership
  • Theoretical frameworks
  • Presentation/platform skills
  • Sharing successes
  • Application of state mandated trainings in classroom