b. Review and approve, by initialing, all lesson plans of instruction. We recommend that this be done with enough time for the candidate to make suggested changes. c. Progress from team planning to monitoring the candidate’s individual planning. d. Invite the candidate to participate in department planning sessions, faculty meetings, and professional conferences. 2. Provide oral and written feedback to the candidate on instruction. a. Observe delivery of instruction daily. Give specific feedback on strengths and areas for growth in post-observation conferences and written commentaries. Discuss alternative strategies and techniques that have been successful as well as those that have not. b. Demonstrate effective teaching and assist the candidate in analyzing its effect on student learning. c. Encourage the candidate to develop a personal teaching style and to discuss self-evaluations and reflections. 3. Maintain regular contact with the university supervisor. a. Attend the three-way post-observation conferences with the candidate and the university supervisor whenever possible. b. Discuss candidate development with the university supervisor on a regular basis. 4. Evaluate the teacher candidate. a. Complete the online midterm and final Competency Appraisals with comments in advance of evaluation conferences. Note any concerns or goals on the midterm, if appropriate. b. Discuss insights regarding the candidate’s abilities and professional competencies in the classroom with the candidate and the university supervisor. For the University Supervisor The university supervisor is the most direct link between the student teacher, the school, and the university. The role of the university supervisor in the candidate’s development carries three major responsibilities.
ECE MAT P2/ST Handbook 2025-2026
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