After each observation of teaching, supervisors will set up a conference with the student teacher and with the mentor teacher [together if possible] to discuss the experience and set goals for future lessons. 2. Midterm Evaluation Conference : This is held at the school near the middle week of the experience. This is a three-way conference with the student teacher, supervisor, and mentor teacher. Prior to the meeting, each needs to complete the online Competency Appraisal to assess and document the progress of the student teacher. At the conference, these will provide the basis for a discussion of the student teacher’s development thus far. This is an appropriate time to set written goals for continued professional development during the remainder of the experience. 3. Final two formal observations : The same process as the first two observations is followed. These should be scheduled evenly during the last 5 weeks of Student Teaching; e.g., week 7 and week 9 or week 10. 4. Final Evaluation conference: This is also held at the school. The same procedures as midterm conference are followed – three-way conference, Competency Appraisals completed in advance, with discussion of success and development during the experience. The supervisor will ask the mentor teacher for input on a placement grade for Student Teaching. 5. Exit Interview: This is held at NLU with the student teacher, the supervisor, and the seminar leader. The goal is to discuss the Student Teaching experience, including the Competency Appraisals, and university requirements. The supervisor will offer input into the final grade. The seminar leader determines the grade for Student Teaching considering the requirements listed in the syllabus Student Teaching Stages Please understand that student teachers will not be doing everything that the mentor teacher does right at the start; rather, they will be taking on teaching responsibilities gradually. The following is a sample ‘take over’ plan to consider: However, the candidate and mentor teacher may adjust the plan, based on the candidate’s readiness. The number of classes to take over during weeks 1-5 can be altered based on class load, schedule type (block vs. regular), and special circumstances specific to your school, as long as the candidate spends at least six weeks as a “lead” teacher in all assigned classes. Week 1: The candidate actively helps co-plan for all classes, and observes planning, delivery, and assessment practices of the mentor teacher. By the end of the week, the candidate takes over one class. Also, the teacher candidate completes first draft of Context for Learning for the Sequential Learning Segment. Week 2 : By Wednesday of this week, the candidate takes over another class. If possible, one of these classes should be the class selected to do the teacher candidate’s learning segment. Week 3: The candidate continues to actively help co-plan for all classes, and observes planning, delivery, and assessment practices. By the end of this week, the candidate acts as a “lead” teacher in the 4-6 your classes (whatever was agreed upon with our Office of Field Experience when confirming the placement) with support, guidance, and feedback from the mentor teacher. Week 4: The candidate plans her/his learning segment (Task One). Week 5: The candidate finishes Task One of the Sequential Learning Segment and has received appropriate feedback from you, the mentor teacher and seminar professor. A guide to the types of question and feedback that are
SEC Practicum/ST Handbook 2025-2026
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