21. TeachSoCal.org The credential candidate must student teach under the supervision of university facultyand a classroom teacher, usually for one semester without compensation. http://www.teachsocal.org/Defaulthome.asp?page_key_id=FAQs

22. Green Mountain College, Emplyment Opportunities The ideal candidate should also have the ability to teach within the College's environmentalgeneral Some student teacher and field supervision required. http://www.greenmtn.edu/about/employment.asp

Powered by Google About GMC of the most progressive missions found in higher education today. Green Mountain offers competitive salaries, commensurate with qualifications, and benefits including tuition. Employment Opportunities Full-time Faculty Full-time Staff Part-time positions Faculty Positions Assistant Professor of Geology (Posted 2/11/03) fesmires@greenmtn.edu , or visit our department web site Assistant / Associate Professor of Therapeutic Recreation (Posted 11/14/02) To start January 15, 2003 or August 15, 2003Full time, permanent faculty position within NRPA/AALR accredited program. Instruct undergraduate professional core courses, coordinate and teach within therapeutic recreation degree program and teach within the College's environmental general education curriculum. The ideal candidate should also have the ability to teach courses addressing the therapeutic application of adventure-based recreation. Additional duties include advisement of students, supervision of internships, and service to the College community. Earned doctorate in Leisure Services, Therapeutic Recreation, or related field preferred; Master's degree considered. Professional experience in therapeutic recreation and college level teaching required. Evidence of scholarly activity, professional certification and active participation in professional organizations is highly desirable.

23. K-12 MCC--Key Issues observation and teacher supervision; student assessment; classroom Observation andteacher supervision in Elementary Relearning to teach Arithmetic Relearning http://www2.edc.org/mcc/pd_res.asp

Home Contact Us Sitemap Back to Key Issues main page Click here to return to the Planning Professional Development framing. Click here to read stories from teachers, administrators, and curriculum developers about professional development. Resources for Planning Professional Development The Teacher Support chapter (Chapter 9) from the K-12 Mathematics Curriculum Center's guide Choosing a Standards-Based Mathematics Curriculum helps readers look at some general principles for designing effective staff development, and shares some particular district strategies and resources. An article called Planning Professional Development for Your New Curriculum , printed by the K-12 Mathematics Curriculum Center in May 1999, frames ways of thinking about structuring professional development to support teachers' learning about both content and pedagogy. It also considers the professional development needed by lead teachers, and recommends paying attention to teachers' concerns. A number of articles featured in The Changing Mathematics Curriculum: An Annotated Bibliography , another K-12MCC publication, recommend ways of thinking about teacher support and relate practical strategies for designing professional development.

24. Teacher Education At GSE&IS practice, fulfill credential requirements and studentteach at an A new model of noviceteacher supervision began this many of the former student teachers who http://www.gseis.ucla.edu/forum/v1n3/tep.html

Summer 1997, Vol. 1, No. 3 by Jeannie Oakes, Jaye Darby and Shelia Lane A We watched our city's tenuous social contract go up in smoke on that afternoon in April 1992. And we started to feel a bit foolish as we boarded planes for Washington, New York and elsewhere to struggle with issues of race, poverty and inequality in schools. We began to consider how we might bring our work closer to home. We began Center X with a set of "non-negotiables" our core values which would be the yardstick to measure progress: A social justice agenda. We seek to construct high-quality education for all children, especially low-income students of color in L.A., and work to turn policymakers' attention, educational resources and teachers' talents toward those in our city who have the least outside of school. Treat professional education "cradle-to-grave." We are tying together the education of potential teachers, novice teachers and seasoned professionals. Collaborate across institutions and communities. Center X is committed to developing and sustaining long-term, positive, interdependent partnerships among K-12 schools and community colleges, UCLA and the diverse communities of Los Angeles.

25. Office Of Clinical Experiences more convenient to their living situation than to student teach in Tuscaloosa. offeredto pay the extra costs of supervision of the student teacher if they http://education.ua.edu/clinical/placement.html

dates people internship qualifications ... COST Office of Clinical Experiences 105 Graves Hall Box 870231 Tuscaloosa, AL 35487-0231 FAX (205) 348-4425 search

26. Tennessee Technological University 4. studentteacher supervision. be credited with .50 credit hours for each studentteacher supervised. be shared equally by faculty members who teach courses as http://www.tntech.edu/facultyhandbook/ii-28.html

Tennessee Technological University Faculty Handbook Guidelines for Filling Out Faculty Activity and Load Reports Introduction As part of the annual evaluation process, each faculty member is required to prepare and file a Faculty Annual Report documenting activities and effort with respect to his or her current Agreement on Responsibilities Form. Each academic unit is required to define an appropriate format for the Faculty Annual Report. At a minimum, the report format should provide documentation of the faculty member's activities and effort related to the areas on the Agreement on Responsibilities Form: instruction, advisement, research (including scholarly investigation and original and/or creative works in the area of fine arts), university service, public service, and administration. Academic units may add additional areas as needed to completely document a faculty member's work. Academic units may also use the previously required Faculty Activity and Load Reports, defined by this policy, to meet the requirements for the Faculty Annual Report. Both reports document a faculty member's efforts quantitatively only. They do not and cannot evaluate the quality of a faculty member's work.

27. University Rules student teacher supervision. is .75 workload credits per enrolled student in dissertation Instructorswho team teach classes receive academic workload credit http://www.tamucc.edu/provost/university_rules/faculty/120399C1.htm

Home University Rules Assignment of Faculty Workload Credit Assignment of Faculty Workload Credit Approved May 3, 2000 Supplements System Policy 12.03 and University Rule 12.03.99.C1 GENERAL This document should be read in conjunction with University Rule 12.03.99.C1, Faculty Workload, which contains general standards for the assignment of the faculty workload credit. Provided below are more specific guidelines for the assignment of workload credit for direct instruction, administrative assignments, and non administrative academic assignments. CREDIT-GENERATING DIRECT INSTRUCTION WORKLOAD CREDITS. Generally, workload credits will be assigned to direct teaching activities as described below. Lecture and Seminar Courses. Academic workload credit is equal to the credit hour value of the course. (3-credit-hour course section = 3 workload credits.) Lecture/lab Courses. Academic workload credit for the lecture portion of a lecture/lab course is equal to the contact hours assigned to the lecture portion of the course in the University Catalog. (The lecture portion of a 2:3-contact-hour lecture/lab course = 2 workload credits.) Laboratory Instruction, Music Ensemble, Studio Art. Academic workload credit is equal to the instructional contact hours per week multiplied by .67. (3-contact-hour lab section = 2 workload credits; 6-contact-hour art studio = 4 workload credits.)

28. Available Positions Responsibilities teach graduate and undergraduate education courses, advise Theposition may include student teacher supervision and undergraduate teaching. http://www.lander.edu/education/positions.html

School of Education An NCATE Accredited Institution Directory Conceptual Model Elementary Education Early Childhood ... Back to School of Education Home Page Lander Home Page Available Positions ASSISTANT PROFESSOR - EARLY CHILDHOOD EDUCATION Position: Tenure-track, nine-month position beginning in August 2003. Preferred Qualifications : Earned doctorate in Education with preparation to teach in Lander University’s Early Childhood Education Teacher Preparation Program. Candidates must have experience teaching at the primary level and must demonstrate potential for scholarly productivity. Responsibilities : Teach graduate and undergraduate education courses, advise students, engage in scholarly activities, participate in school/university collaboration and provide service to Lander University and the Greenwood community. Lander University and the School of Education : Lander University is a state-supported comprehensive regional university. The University is composed of ten divisions and enrolls approximately 2800 students. Lander University is committed to maintaining a low student/faculty ratio and to providing students with individual attention. The Lander School of Education is NCATE accredited and offers undergraduate degrees in early childhood, elementary, special education and secondary education. The School also offers a Master of Education degree in elementary education and a Master of Arts in Teaching degree in Art.

29. Dr. Terri Wenzlaff State College of Colorado teach undergraduate courses seminar); curriculum development;supervision of preservice of Education student teacher Packet/Handbook http://www.western.edu/educ/faculty/wenzlaff.html

BIOGRAPHICAL SKETCH TERRI L. WENZLAFF, Ed.D. twenzlaff@western.edu 1991 University of South Dakota Ed.D., Secondary Education Dissertation: "The attitude and perception of the cooperating teacher on giving feedback following observation technique inservice." 1988 University of South Dakota M.A., Major: Curriculum and Instruction; Emphasis: Student Teachers and Field Experiences 1978 Dakota State University B.S., Major: Business Education; Minor: Political Science/Psychology RESEARCH INTERESTS Use of reflection, portfolio, supervision, and assessment in education CERTIFICATIONS 1979 Professional, State of Wyoming 1978 Business Education, State of Wyoming 1985 Secondary, State of Maine 1989 Administration, State of Wyoming PROFESSIONAL EXPERIENCE Associate Vice President for Academic Affairs , Western State College of Colorado Oversees campus-wide curriculum development, academic policies, and assessment. Responsible for the operations of Registration Services, Extended Studies, Center for Teaching Excellence and North Central Accreditation, Associate Professor of Teacher Education. 2002-present. Associate Professor of Teacher Education , Western State College of Colorado Teach undergraduate courses (technology in education, current issues and topics in secondary education, introduction to education in a multicultural society, psychological foundations of education, reading in secondary schools, instructional design and assessment for secondary teachers, classroom management and discipline, field experience in the secondary school seminar); curriculum development; supervision of preservice teachers, taught for Adams State on WSC campus; new program development; prepared a professional development school model for the RE1J school district; redesigned courses; redesigned the Department of Education Student Teacher Packet/Handbook; wrote Teacher Education Standards; revised student teacher evaluation process; advise students, supervise student teachers, chair of the department beginning 1998, serve on campus and community committees. 1996-present.

30. New Page 1 $25 per student per full workshop for long distance 1) above and your SupervisingMaster teacher feels you may be authorized to teach under supervision in the http://unlimitednetwork.com/Unlimited Careers/UnlimitedCareersTeachers.htm

Unlimited Network Teacher My Conscious Business Journey Unlimited Careers' Home Careers' Introduction Practitioner ... Members Home Quality teacher development is critical to the ultimate accomplishment of Unlimited Network’s Mission. Recognizing this importance, appreciating that each of us is inherently a teacher at some level and acknowledging that we all have our own unique path, has lead to several options to becoming an Unlimited Network Sponsored Teacher. The path you choose will be designed specifically for you to be able to meet the objective and subjective requirements to become a successful teacher. Regardless of your unique path, ultimately all Unlimited Network Sponsored Teachers will have to meet the criteria established to assure and maintain quality teachers. Included in these are the embodiment of the skills of at least a Senior Practitioner, the business acumen of a successful Organizer who has achieved at least the Senior Organizer level, and the knowledge of how to successfully convey the material to the participants. The teaching skills are accomplished by successful completion of the Unlimited Teacher Training and the supervision by your sponsoring Master Teacher. Here is an easy way to become an Unlimited Teacher You participate in the workshop series and find yourself really excited about what you are receiving.

31. Lincoln University Health & P.E. As a major, you select the option to prepare to teach Physical Education in elementary MotorLearning Adaptive PE student teacher supervision (Table of Contents http://www.lincolnu.edu/~hpe/

212 Jason Gymnasium Jefferson City, Missouri 65102 Phone: (573) 681-5326 Fax: (573) 681-6108 "Preparing teachers and wellness professionals for the 21st century." Table of Contents: What We Have To Offer You Programs Faculty WHAT WE HAVE TO OFFER YOU Our B.S. in Wellness is an interdisciplinary degree blending coursework and learning experiences in six Wellness areas: physical, mental, emotional, social, spiritual, and environmental. Graduates with this degree often seek and find work in diverse areas: from corporate wellness to retirement centers, from YMCAs to governmental agencies, from church camps to private consulting. Our B.S. in Education degree with a major in Physical Education certifies our graduates to teach Physical Education in the State of Missouri. Our Physical Education Teacher Preparation curriculum is approved by: the National Council for the Accreditation of Teacher Education (NCATE); the Missouri Department of Elementary and Secondary Education (MODESE); and meets the guidelines of Physical Education Teacher Education programs for the National Association for Sport and Physical Education (NASPE). As a major, you select the option to prepare to teach Physical Education in elementary (K-9), secondary (9-12), or all grades (K-12). You will receive a strong knowledge base and learn to apply that knowledge effectively in the multiple classrooms of P.E., fitness, and wellness. Our

32. Corwin Press - Maximum Mentoring Before They teach. While They Learn. After the Lesson. Clinical supervision. LookingAhead. 8.4 Evaluating Evaluation. 9. Working With a student teacher in Trouble, http://www.corwinpress.com/printerfriendly.aspx?pid=7880&ptype=B

33. So You Want To Be A Teacher? Here is some advice Find a credential program that honors your choice by havingyou actually student teach under the supervision of an experienced teacher. http://tlc.ousd.k12.ca.us/~acody/wantoteach.html

Text Links: Home Lesson Plans Humor Teacher Inquiry ... Links Feedback is invited: Email me! So you want to be a teacher? Guest editorial, published in the Oakland Tribune, April 23, 2002 IN the post-Sept. 11, post-dot-com world, teaching has acquired a sudden allure. Where else can you find a job impervious to recessions with 10 weeks vacation each summer whether or not you need it? For some reason, math and science teaching positions are still hard to fill in Oakland, where I teach. Why is this so? One-half of the equation is the relatively low pay of the profession. But it is more than that. Let me describe the experience of one gentleman who recently passed through my school. He was in his 50s, with a background in business management. He thought he was going to bring his real-world experience to benefit his students. He never had a chance. While he was knowledgeable about math, he did not yet have a handle on how to present the curriculum or manage a classroom. His students did not meet his expectations, which he made clear to them.

34. Announcement Of A Vacancy Ability to teach graduate courses in bilingual/multicultural education Universitylevel teaching and student teacher supervision related to the position is http://www.csus.edu/fas/vacancies/social_studies.htm

ANNOUNCEMENT OF A VACANCY TENURE-TRACK POSITION IN SOCIAL STUDIES AND BILINGUAL/MULTICULTURAL EDUCATION IN DEPARTMENT OF BILINGUAL/ MULTICULTURAL EDUCATION Beginning Fall Semester 2003 California State University, Sacramento (CSUS) invites applications from individuals interested in joining our dynamic and growing faculty.  With a current student population in excess of 25,000, CSUS, the Capital University, is one of the larger campuses in the 23 campuses of the California State University system, the largest system of higher education in the nation.  The University is organized around seven colleges.  There are approximately, 1,500 faculty who provide programs of instruction leading towards bachelor’s degrees in 60 disciplines and master’s degrees in 40 disciplines and one joint doctoral program. Sacramento is a high growth metropolitan area with a population of approximately 1.7 million.  As California’s capital, Sacramento is an advantageous setting for premier academic programs.  As a major metropolitan University, CSUS is committed to providing leadership in addressing significant regional needs and to enriching our liberal arts tradition.  The proximity of CSUS to the California legislature and other agencies of state and federal government provides unparalleled opportunities for faculty and students to participate in public service through policy research, internships, and employment.  The Bilingual/Multicultural Education Department prepares teachers and educational leaders to work with students to develop a democratic and pluralistic society.  The department faculty explore theoretical issues of bilingualism, multiculturalism, and educational equity, and offer courses and experiences to assist candidates and professionals to work successfully in classrooms, schools and educational agencies in our diverse state.  The department curriculum develops professionals’ analytical and planning skills in order to prepare them to operate effectively in the development, implementation and analysis of educational policies and programs.

35. Trends Issues, Instructional Personnel - Teacher Supervision Journal Announcement CIJJUL2000 Abstract teachers assigned to teach on an problemof questioning and answering in student teacher supervision with teachers http://ericdb.uoregon.edu/trends_issues/instpers/selected_abstracts/teacher_supe

36. 704 KAR 20:706. Admission, Placement, And Supervision In Student Teaching. This article has been retrieved http://www.lrc.state.ky.us/kar/704/020/706.htm

23 Ky.R. 4281; eff. 8-4-97; Am. 27 Ky.R. 1082; 1475; eff. 12-21-2000; 28 Ky.R. 2077; 2347; eff. 5-16-2002.)

37. SEDL Letter Volume XIV, Number 2: Within Our Reach: Higher Student Achievement - suffer from the assumption that student achievement is and that getting them to teachto common teacher supervision has made its bargain with this anything http://www.sedl.org/pubs/sedletter/v14n02/1.html

The Real Causes of Higher Achievement ESEA's New Testing Requirements: Will States Make the Grade? Can ESEA Improve Teacher Quality? Celebrating Diversity to Support, Student Success Improving Achievement among Students with Disabilities ... Within Our Reach: Higher Student Achievement The Real Causes of Higher Achievement by Mike Schmoker It is time to dump this assumption. It should be replaced by a new one: Achievement is primarily a function of two things: (1) What we teach and (2) how we teach. Let's take writing as an example. In the last several years, many states have seen dramatic increases in the proportion of students writing at or above grade-level standards. In Maryland, the percentage rose from 47% to above 90% statewide in an eight-year period. At high- poverty, high-minority Bessemer Elementary school in Pueblo, Colorado, the percentage of students who could meet state writing standards rose from 2% to 48% in one year (Schmoker 1999-2000, 1). Were these gains the result of the much-scorned practice of "teaching to the test"? Well, yes: Teachers were teaching writing with more frequency and vigor than ever. Prominent researchers have noted this discrepancy, including John Goodlad and colleagues who wrote that "behind the classroom door" all bets are off on what actually gets taught (1970). Judith Warren Little noted the discrepancy as well, finding curricular differences among English teachers to be so wildly divergent that even to call these courses by the same name — "English" — made no sense to her (1990).

38. "I Am SO Excited!" Mentoring The Student Teacher (Excerpt) philosophy for preparing student teachers is, You cannot learn to teach withoutteaching. So as soon as possible, I let each student teacher teach the class. http://www.ascd.org/readingroom/classlead/9905/3may99.html

"I Am SO Excited!" Mentoring the Student Teacher (Excerpt) by Anna K. Schriever Vol. 2, Number 8, May 1999 An Insider's Research on Mentoring My philosophy for preparing student teachers is, "You cannot learn to teach without teaching." So as soon as possible, I let each student teacher teach the class. When student teachers experienced problems, we worked together to solve them. I often felt frustrated: I don't agree with what she's doing with my children. I want my class back. I would ask myself questions: Am I doing this right? What could I be doing better? I wanted to improve my mentoring. So I began an action research project to improve it. By action research, I mean insider research, research that is meaningful to my classroom situation. As an action researcher, I identify concerns, conduct research, refine suggestions, and reflect upon them. First, I read research done by others. Surfing the Internet, I found a reading list from a course for supervising teachers. I went to Midwest U.'s library and found some articles on the list. As I read through them, I noticed that several innovations repeated themselves. Among these were the use of technology (computers, video cameras, and tape recorders); professional development schools; and reflective journals. Using the computer would be great, and we could try taping, both on audio and video. Midwest University has a professional development school for training student teachers, but my school was not part of it. Maintaining reflective journals and recording seemed the place to start.

39. ASCD Statement On Teacher Quality Knowledge Without Pedagogy Shortchanges student Learning ASCD Executive DirectorAssociation for supervision and Curriculum or pass a teacher licensing exam http://www.ascd.org/educationnews/speech/ConcernsonTeacherQualityReport.html

Content Knowledge Without Pedagogy Shortchanges Student Learning ASCD expresses concerns about assumptions in the Bush administration's report, Meeting the Highly Qualified Teachers Challenge by Gene Carter, Executive Director Association for Supervision and Curriculum Development (ASCD) June 13, 2002 Congress does not share the Bush administration's belief that pedagogy is less important than content knowledge. The Bush administration claims that Congress emphasizes knowledge of content as opposed to other components such as pedagogy. This is incorrect. According to the No Child Left Behind legislation, each elementary and secondary school teacher must have full state certification, or pass a teacher licensing exam and hold a license to teach. State certification and teacher licensing exams require that teachers have knowledge about teaching, not just subject matter. The law also states that all new elementary teachers must demonstrate "subject knowledge and teaching skills." Clearly, while Congress believes that teachers should have knowledge of the subjects that they teach, its members also believe that knowledge about effective teaching practices is essential to student achievement. A substantial body of research contradicts the premise that knowledge of pedagogy is of minimal importance to produce student learning.

40. MGNT 3600 Management semester of student teaching while a student is under in the public schools underthe supervision of both an experienced, qualified local mentor teacher and a http://www.westga.edu/~mgmtbus/courses/courses_abed.htm

* Enrollment requires compliance with the Richards College of Business Upper Division Admission Policy and completion of listed prerequisites or consent of department chair. ABED 3100 Managerial Reporting* Prerequisites: COMM 1110 or XIDS 1004, ENGL 1101. A study of business reporting, both written and oralincludes proposal writing, feasibility studies, progress reports, formal analytical reports, etc. Emphasis includes interpersonal, intercultural, intrapersonal, and computer communication. Management concepts of business ethics and problem analysis are integrated with communication process and theory. ABED 3104 Document Processing* A study of word processing concepts and document design using microcomputers. Application projects are an integral part of this course. An ability to keyboard correctly is required for enrollment. ABED 3106 Desktop Publishing* A study of the principles, skills, and concepts of desktop publishing and web page design. Application projects are an integral part of this course. ABED 3160 Advanced Keyboarding* The development of high-level production skills in word/information processing using computer software to enhance editing, composition, and proofreading skills.

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