Reflecting Clause Samples

Reflecting. Reflect together about daily lessons and encourage the teacher candidate to reflect on the effectiveness of the teaching technique(s) for the learners. Provide multiple opportunities for candidates to self-assess their teaching Make thinking visible and share your thoughts about the outcome of a lesson. Emphasize the teacher candidate’s strengths and give constructive, specific feedback about areas for improvement. Discuss strategies and help set goals for the teacher candidate to address specific areas for improvement. Graduated responsibility allows for candidates to develop at different rates throughout the year and within each phase of the teaching cycle. For example, a teacher candidate may be quite successful at utilizing different instructional strategies but still need considerable support in developing assessments. By mentoring the teacher candidate in the ways described above, the cooperating teacher will support the teacher candidate in taking on more responsibility in the classroom. The candidate and cooperating teacher will continue to plan and debrief on a regular basis. By mid-spring, the teacher candidate should already have experienced significant responsibility for components of the curriculum. The cooperating teacher will continue to be a presence and provide support around the needs of individual students, curriculum planning, and the progress of the class. The cooperating teacher, the university supervisor, STEP’s Director of Clinical Work, and Director determine the appropriate time for the candidate to begin independent student teaching. A mini- independent student student teaching is required in November consisting of a string of 3-5 lessons in Language Arts, math, Science, social studies and/or art. In the spring a minimum of two weeks of independent teaching is required. For more information, see the handbook document entitled Independent Student Teaching in STEP. Meet with teacher candidate and university supervisor (three-way meeting) at the beginning of the placement and at the end of each quarter Review the STEP handbook Observe the candidate’s teaching to collect evidence for quarterly assessment (use suggested observation tools found in the STEP handbook). Make your thinking visible before, during, and after class. Maintain proactive, ongoing communication with the supervisor about the candidate’s progress. The supervisor and cooperating teacher together monitor the candidate’s graduated responsibility trajectory. Should con...