41. Student Teaching In Art At Goshen College and from the teacher Education Department with primary supervision from the Art Whena student asks for advice, how can an art teacher phrase questions to http://www.goshen.edu/art/ed/steach.html

Bartelart.com Goshen College Art Department Marvin Bartel Courses Marvin Bartel Home ... Bartel Artwork S tudent T eaching in A rt Fall Semester, 2001 Marvin Bartel, instructor Student teachers and supervising teachers are referred to the printed publication, 2001-2002 STUDENT TEACHER GUIDE, Goshen College and Cooperating School Communities Student Teachers in Art are supervised by a faculty member from the Art Department and from the Teacher Education Department with primary supervision from the Art Faculty. Contacts Art Student Teacher Supervisor: Marvin Bartel, Professor of Art Phone: 533-0171 or E-mail: marvinpb@goshen.edu Concerns Art teachers are in a unique position to help their students cultivate art skills, art knowledge, and creativity. Here are a few ideas I try to keep in mind. -mb Questions compared to suggestions Some art teachers unintentionally foster student dependency when they answer compositional questions for their students. When a student asks for advice, how can an art teacher phrase questions to encourage students to think for themselves and develop several ideas in their artwork? Critiques in the classroom Critiques provide important dynamic art learning. Some art teachers avoid critique sessions because of some unpleasant experiences in the past. How can art teachers define and teach guidelines to assure that student interactions will be positive, informative, and helpful during a student critique session?

42. Supervision And Evaluation Follow-up student Portfolios; teacher Professional Portfolios. Suggested parts of a studentportfolio that might be used for supervision and evaluation of educators http://www.mpa.cc/superevalfollowup.html

Home Professional Division Participants at the 2002 Fall Conference session facilitated by members of the Supervision and Evaluation Committee generated the following responses to six critical questions. We trust you will find this material helpful as you rethink supervision and evaluation in your school. Question 1 How can/do we encourage teachers to share knowledge and methods? The majority of responses are ideas/concepts already being used in some districts. Provide sufficient time – including teacher-designed structure/guidelines Set an expectation that sharing will occur. Encourage peer observations (make possible by hiring substitutes, providing "administrator certificate" for class coverage, etc.) Provide Peer Coaching Training. As a component of staff development, require teachers to present at staff meetings (new ideas, information obtained at workshops/conferences, ideas that have immediate application potential, etc.). Implement a Peer Support System for all teachers.

43. Elementary Montessori Teacher Education AMS or AMI certified elementary Montessori teacher. fees may be necessary to provideadditional supervision.). of all requirements, the student is recommended http://www.barrie.org/iams/elementary.htm

Institute for Advanced Montessori Studies Montessori Teacher Education Programs Elementary Montessori Teacher Education The Program The Practicum Experience Practice Teaching Labs Assignments ... Vocational Objectives The Program An Elementary student who does not hold an Early Childhood credential must take the Institute's Preparatory Course offered the week prior to the Elementary program. Program Clock Hours : 49 hours. Program Clock Hours : 669 contact hours + 1080 practicum hours = 1749 total hours. The Elementary I program involves a thirteen-month course of study consisting of an eight-week summer academic session followed by a nine-month elementary Montessori teaching practicum experience. Students return to the Institute for an seven-day mid-year seminar during the practicum year and a two-week wrap-up session the following June. Program Clock Hours : 444 contact hours + 1080 practicum hours = 1524 total hours. The Elementary II portion of the program (for certified Elementary I teachers) involves an eight-week course of study consisting of an eight-week summer academic session. Program Clock Hours : 305 contact hours (practicum not required).

44. FAST TRAIN Program Details students should have the name of the school or area where they want to student teachand if possible The student teacher pays the supervision fee directly http://gse.gmu.edu/programs/fasttrain/detailprogramreq.shtml

FAST TRAIN - Preparing International Educators General Information Elementary Portfolio GMU Forms International Educational Resources ... Tuition Recruiting Sites: Central European Teaching Program ESL Pro The International Educator ... University of Northern Iowa Program details ... Once participants have completed all five components of the program they may apply for a provisional license. Field Experience Provisional Licensure Student Teaching/Internships Field Experience- Elementary Program Introduction Since there is no required student teaching in FAST TRAIN, each of the six elementary has a 20-hour field experience requirement. Students must spend approximately 20 hours per course observing K-6 classes. For full time students these observations must be made during the academic year - either in between summers or after the second summer. Part time students (both elementary and ESL) complete the field experience requirement during the semester that they are taking their coursework.

45. GCF-UMN | Faculty & Student Opportunities Arts and Literature Education program, provide supervision to student teachers, advise assistwith the ongoing development of the teacher licensure program. http://www.tc.umn.edu/~gcf/opportunity.html

About GCF C.M.D.A. Conferences Opportunities ... Contact Us .: Activity Info :. Faculty and Student Development Opportunities Calendar Large Group Meetings Compline Small Groups .: Links :. Council for Christian Colleges and Universities Visit the CCCU Job Center for a listing of possible employment opportunities. March 26, 2003 Assistant Professor, Counseling/Clinical Psychology University of Dubuque, Iowa We are searching for a person with an earned doctorate, a commitment to undergraduate teaching, and the desire and ability to join an interdisciplinary program integrating psychology, sociology, and security/criminal justice. University teaching experience and professional practice highly desired. Normal teaching load is 12 credits per semester, including a combination of Introduction, Adjustment, Personality, and Abnormal; development of courses in Counseling; and internship supervision. Salary is competitive. UD is a small, private university affiliated with the Presbyterian Church (USA). We are committed to excellence in academic inquiry and professional preparation, relationships that encourage intellectual and moral development, and community where diversity is appreciated and Christian love is practiced. AA/EEO. Send letter of application, vita, teaching portfolio, and 3 letters of reference to Psychology Search, c/o Ms. Rima Britt, University of Dubuque, 2000 University Avenue, Dubuque, IA 52001. Applications will be reviewed as received and accepted until the position is filled.

46. Piano Pedagogy Forum some activities of the teacher's studio such Providing feedback to student teacherswas important to all Balancing supervision of student teachers with meeting http://www.music.sc.edu/ea/keyboard/PPF/4.1/4.1.PPFintern.html

PIANO PEDAGOGY FORUM v. 4, no. 1/January 1, 2001 NATIONAL GROUP PIANO/PIANO PEDAGOGY FORUM Cynthia Benson , Assistant Professor and Coordinator of Group Piano at Bowling Green State University, holds a bachelor's in music education from the University of Central Arkansas, a master's of music in piano performance from Rice University and a doctorate in music education with an emphasis in piano pedagogy from the University of Texas at Austin. Benson has presented research at state conferences of the Music Educators Association in Illinois, Ohio and Texas. Presently serving on the National Advisory Board for the Music Teachers National Association (MTNA) Student Chapters, she has participated in presentations at MTNA National Conferences and the state MTNA conventions in Texas, Illinois and Wisconsin. Articles by Cynthia have appeared in Texas Music Education Research Illinois Music Educator American Music Teacher Keyboard Companion Piano Pedagogy Forum and Roland's Keyboard Educator . She and husband, Michael Benson, frequently perform duo recitals as the Synergy Duo, most recently on the Dame Myra Hess Memorial Concert Series in Chicago. Cynthia Benson School of Music Bowling Green State University Bowling Green, OH 43403

47. Telementor Project Detail will work together under the teacher's supervision to create teacher Role teacherwill use text to student Role student will demonstrate an understanding of http://www.telementor.org/Telementorsys/public_view/detailProject.cfm?ProjectID=

48. MOST FREQUENTLY ASKED QUESTIONS who wish to receive university credit for student teaching must the course and completethe experience under the supervision of a cooperating teacher in the http://www.udel.edu/teachered/sttch/faq.html

FREQUENTLY ASKED QUESTIONS Q: When must I apply to student teach? A: You must apply to student teach in December of your junior year. You must submit your application for student teaching in February, if you plan to student teach in the following fall or spring semester. Q: I will be registered for only nine credits during student teaching. In order to maintain my financial aid and my health insurance, I need to be a full-time student, which is twelve credits. Since we are strongly encouraged not to take additional courses during student teaching, what can I do? A: You will need to contact the Director of Clinical Studies. The Director will write a letter for you indicating that your enrollment in student teaching is considered to be full-time. Q: The result of my Tuberculin test was positive. Does this mean that I cannot participate in clinical experiences in the schools? A: You can participate in clinical experiences in the schools, however, you will need to get documentation from your health care provider indicating that while you have a positive Tuberculin test, you do not have an active case of the disease. Q: I’m in a wedding during student teaching.

49. Graduate School Of Education And Psychology: Course Descriptions Brief observation precedes developing and teaching lessons under supervision. Preparationfor each student’s job search is abuse to help the teacher plan a http://gsep.pepperdine.edu/programs/course_descriptions/675_699.html

QUICK LINKS: for Prospective Students for Current Students for Alumni Application Financial Aid Information Meetings Pepperdine University GSEP Home Academic Programs About ... Outcomes Academic Programs Program Descriptions Request Materials Information Meetings Testing Information ... Student Services COURSE DESCRIPTIONS Psychology Education 600's 700's EDTC 677 Environmental and Instructional Strategies for the Diverse Classroom: Multiple Subject (3) This course focuses on classroom environment and instructional strategies for the diverse preschool through grade eight classroom, and those special situations in which a teacher credential candidate will work. Students acquire skills in SDAIE techniques, classroom management, the creation of lesson plans utilizing a variety of strategies and evaluation methods, and cohesive classroom management. Course work includes all state-mandated content areas and fulfills a requirement for the California Multiple Subject Teaching Credential with CLAD Emphasis. Co-requisite: ED 601. EDTC 678 Environmental and Instructional Strategies for the Diverse Classroom: Single Subject (3) This course focuses on classroom environment and instructional strategies for the diverse middle school through grade twelve classroom, and those special situations in which a teacher credential candidate will work. Students acquire skills in SDAIE techniques, classroom management, the creation of lesson plans utilizing a variety of strategies and evaluation methods, and cohesive classroom management. Course work includes all state-mandated content areas and fulfills a requirement for the California Multiple Subject Teaching Credential with CLAD Emphasis. Co-requisite: ED 601.

50. Occupational And Technical Studies, Old Dominion University to allow students to substitute teach while they student teach. When the student teacheris placed in a substitute position, that fulltime supervision is lost http://www.lions.odu.edu/dept/ots/stuteach.html

OTS Old Dominion University's Darden College of Education O CCUPATIONAL AND T ECHNICAL S TUDIES S TUDENT T EACHING Table of Contents Student Teaching Student Teaching Requirements The National Teachers Exam (Praxis I) Student Teaching Office Student Teaching Students preparing for careers in teaching spend one full semester observing, assisting, and teaching in school settings. Student teaching positions are coordinated by the Office of Teacher Education Services through various School Personnel Offices in the area. Students may request assignments to a desired school or school division when they prepare their Request to Student Teach. However, such requests are not guaranteed. Old Dominion University seeks to place students with cooperating teachers who are experienced and successful. OTS Faculty carefully review the assignments to make sure that the placement is satisfactory. Students should not attempt to coordinate their own placements. Technology Education student teachers typically complete two experiences in different schools, one a middle school and one a high school. Normally, Marketing Education student teachers are assigned to one high school. Students admitted to student teaching must meet all requirements of the Darden College of Education state-approved programs in their teaching fields. In addition, students must achieve at least a 2.5 grade point average and receive the approval of their program leader regarding professional competence and personal characteristics. All programs, require that students pass the University Exit Examination of Writing Proficiency prior to student teaching. Clearance for speech and hearing and a negative tuberculin test are required prior to student teaching.

51. School Districts, Colleges Empower Future Teachers They are mostly in the classroom with the master teacher but sometimes they willbe in there without supervision. The student teaches the class. http://www.chron.com/cgi-bin/auth/story.mpl/content/adpub/jobs/education/stories

HoustonChronicle.com Pick a section Home Page Business Classifieds Columnists Comics Community Directory Entertainment Features Health Help Inside Story Marketplace Metropolitan Page 1 News Search Archives Site Map Space Sports Travel Weather Section: Jobs Careers in Education Advertising Supplement Alternative certification generates more teachers ... Students assured jobs, free education Sunday, May 19, 2002 School districts, colleges empower future teachers By ADRIEN STRASBOURG Employment Correspondent They are students teaching students, hoping to build a bond of trust while they learn the best way to teach. They are student teachers who, as part of their university course work, student teach with a master teacher before heading out into the world of education. Houston area school districts are offering internships to education students who need to student teach before fulfilling requirements for a position as a teacher. Partnerships between districts and area colleges are proving a successful way to integrate teachers into the school systems. The University of Houston, Texas Southern University, St. Thomas University and Houston Baptist University are but a few of the institutions that work with the districts to provide student teachers.

52. Vol 34 No 2, April - June 1996 Page 2 often tell teachers to minimize teacher talk in order to maximize student participation/languageuse. can be active participants in the supervision process. http://exchanges.state.gov/forum/vols/vol34/no2/p2.htm

Vol 34 No 2, April - June 1996 Page 2 PREVIOUS CONTENTS SEARCH NEXT Teacher Supervision Moving Towards an Interactive Approach by Fredricka L. Stoller Freeman (1982) and Gebhard (1984) outline a number of approaches to language teacher supervision; some are reminiscent of the more traditional models referred to above while others break the traditional mold, moving away from an authoritarian orientation. Freeman introduces three approaches to teacher observation/supervision: 1) the supervisory approach (with the supervisor as the authority figure), 2) the alternatives approach (with the supervisor as a provider of alternative perspectives), and 3) the non-directive approach (with the supervisor as "understander"). Gebhard expands upon Freeman's ideas and introduces five models: 1) directive supervision (with a supervisor who directs and evaluates teaching), 2) alternative supervision (with a supervisor and supervisee who share the responsibility for generating alternatives), 3)

53. Alice Bailey & Djwhal Khul - Letters On Occult Meditation - IX - Personnel Of Th by the pupil himself, and not compelled by the teacher. of the teachers, added tothe supervision of definite the occult understanding of the student, upon the http://beaskund.helloyou.ws/netnews/bk/meditation/medi1134.html

To Netnews Homepage Previous Next Index ... Table of Contents Letters on Occult Meditation - Letter IX - Future Schools of Meditation Personnel of the Advanced School October 16th, 1920 ...Today we will take up the personnel of the advanced school, and the rules of admission to both the preparatory and advanced. This latter part will be largely technical. The first point I seek to make here is that these advanced schools will be numerically small, and this for a very long time to come, and the personnel will be [318] correspondingly small... At the head of the school will always be found an Initiate of the first or second degree, the aim of the school being to prepare pupils for the first initiation. This necessarily requires an Initiate head. This Initiate head will be definitely appointed by the Master Who has the school in charge, and he will be - within the confines of the school - sole judge and autocrat. The risks of occult training are too great to permit of trifling, and what the Head demands must be obeyed. But this obedience will not be compulsory but voluntary, for each pupil will realize the necessity and will render obedience from spiritual recognition. As aforesaid, these different occult schools will be practically

54. Teacher you must take certain courses in education and be a student teacher, under the supervisionof an experienced teacher. To get a license to teach kindergarten or http://www.bls.gov/k12/html/red_002.htm

Text Version Bureau of Labor Statistics Jobs for kids who like Reading What these workers do What the job is like Jobs ... more information Source: Bureau of Labor Statistics Top What these workers do Kindergarten and elementary school teachers teach children to read, write, speak, do math, and much more. They use games, music, art, films, computers, and other tools to teach children basic skills. When children learn, they feel good and will do well in school later on. When they grow up and go to work and become parents, they will do a good job because of what they learned when they were young. Most kindergarten and elementary school teachers teach several subjects to one class of children. In some schools, two or more teachers work as a team. They teach a group of students at least one subject. In other schools, a teacher may teach one special subject to a number of classes. Usually they teach music, art, reading, science, math, or gym. Some teach classes that are filled with students from different grades. Kindergarten and elementary school teachers may write with chalk on a chalkboard. They also may use films, slides, overhead projectors, or computers. All these things help children learn in different ways. With computers, children can talk with students in other countries. Computers also help students solve math problems. Sometimes they help children learn to speak English better. Many teachers use computers to record the children's grades. Teachers have to keep learning to make sure that they know how to use computers and other machines in their classes.

55. Louisiana High School Athletic Association COLLEGE student A fulltime college student enrolled in as an assistant coach underthe direct supervision of a 3.2.2.1.3.2) FULL-TIME SUBSTITUTE teacher A full http://www.lhsaa.org/index.php3?articleId=64

56. Viniyoga Britain: Study And Training Outline can be as a registered British Wheel accredited student teacher. or an acceptablyexperienced VB qualified teacher and up to 12 hours supervision from the http://www.viniyoga.co.uk/training.html

Viniyoga Study and Training Options Welcome Source Yoga Viniyoga Viniyoga Britain Activities VB Faculty UK Teachers 2002/5 Programme Stages 1-4 Outlines Stages 1-4 Details Articles Links Contact us Convention 2004 Quick Find Canada Ireland Israel USA Practitioners sites Yoganjali Centre Vedic Chanting Paul Harvey Retreats Viniyoga Books, etc Practitioners only Viniyoga Register QUALIFIED TEACHERS Bristol Cambs Cheshire Co. Durham Cumbria Derbyshire Dorset Gloucs Hants Herefordshire Holland Ireland Kent Leics London Oxen Somerset Staffs Stockton Suffolk Surrey Sussex Wales West Midlands Worcs Yorks TRAINEE TEACHERS Bristol Cumbria Gloucs Hants Ireland Lancs London Scotland Somerset Staffs Sussex There are study and training choices for students who wish to explore Yoga further, either for personal development or to add professional skills. The first and second stages are focused on personal development and introducing the student to the principles and practices which inspire and inform Viniyoga.

57. College Of Education Participation in school activities, especially parentteacher conferences and facultymeetings/training, are expected of student teachers. supervision. http://coe.nau.edu/offices/divisions/Educational_Services/DoDDS.html

Home Contact Search Academic Programs ... Facilities/Labs STUDENT TEACHING IN EUROPE DEPARTMENT OF DEFENSE DEPENDENTS SCHOOLS Description NAU students in elementary, secondary and special education have the opportunity to student teach in Europe for the Department of Defense Dependents Schools (DoDDS). The College of Education at Northern Arizona University (COE) and DoDDS have an agreement authorizing selected NAU students to teach in their dependents schools in Europe. Since 1990 NAU students have accomplished student teaching assignments in Department of Defense schools in England, Belgium, the Netherlands and Germany. Selected students for the DoDDS program are sent in the fall semester for a fourteen to sixteen week period, beginning in late August and finishing between the end of November and middle of December. Students are generally housed in military accommodations on Army Posts and Air Force Bases. Within DoDDS is a cross section of students and teachers representing the United States. The school curriculum is in English, as is the spoken language on the US bases and posts.

58. Faculty And Staff: Augsburg Education Department elementary and seconday school; student teaching supervision. field placement, supervisingstudent teachers, professional teacher development, reading http://www.augsburg.edu/education/currentstudents/fac-stf.html

Here is the roster of full-time faculty, some of the part-time faculty, and the full-time staff in the Education Department at Augsburg College. A blue dot indicates this person has a personal home page. Click on the dot or the person's name to go to that page. Joy Ellis Bartlett , Assistant Professor B.A. West Virginia State College; M.A. University of Minnesota Specialities: The teaching of reading, elementary literacy, using technology in the classroom setting, student teaching development. Aroti Bayman, Student Teaching Supervisor Merrie Benasutti, Assistant Field Placement Coordinator B.A., College of St. Theresa; M.S., Mankato State University. Specialities: service-learning, literacy, tutoring, and storysharing. Bill Bierden, Instructor and Educational Technology Specialist Rich Cairn, Service-Learning Specialist B.A., Yale University

59. Introduction Pre-AP ALLOW studentS TO LEARN AND teachERS TO teach. KISD policies will be maintained byteacher supervision. student's signature date Parent (Guardian) signature http://killeenroos.com/adm/INTROHON.htm

Pre-AP World History Mrs. Huckaby Introduction and Rules This is an Honors/pre-AP class. You receive extra grade points for this class. The approach to studying history in an honors class is different from in regular classes. We ask how and why and analyze events critically instead of learning just when they happened and to whom. We study the interaction and impact of systems. This a problem solving class. We can have fun and academic success when these few simple rules are followed by everyone: FOLLOW INSTRUCTIONS . This includes those given by me, administrators, staff and substitute teachers. Please ask me for help on something you don't understand. I won't do your work for you but we're in this together Teacher, Student and Parent. I'll do my best to be clear and concise, but you must PAY ATTENTION. COME TO CLASS PREPARED WITH ALL REQUIRED MATERIAL. Always assume that you need your textbook, pen, pencil, paper and notebook despite any special period. TURN IN YOUR ASSIGNMENTS ON TIME . It is your responsibility to keep up with your work. The grade for an assignment can be reduced 25-50% for each late day. After an assignment is graded in class very little credit will be given if the work is turned in late. PROMPTNESS . Be in your seat before the bell rings. Book bags off desks, book out ready to work.

60. Secondary Education - Internships to teach under the direct supervision of a and affiliated clinical faculty (cooperatingteacher), begin teaching by may not be fully prepared to student teach. http://www.wce.wwu.edu/Depts/Sec/Internships.html

Home Advising - Current Students - FAQ ... Extension Program Offerings INTERNSHIPS All secondary internships are a semester in length and require students to teach under the direct supervision of a certified teacher in a school setting. While sequences of activities differ within different placements, generally speaking, interns spend time early in the semester becoming acclimated to the school, students and affiliated clinical faculty (cooperating teacher), begin teaching by assuming responsibility for one class per day for a period of time and gradually work toward assuming responsibility for teaching four to five classes per day for the final eight to ten weeks of the semester. Students must complete the entire semester in order to receive a grade and credit for the internship. Teaching internships will begin upon completion of all certification coursework and upon a recommendation of the secondary faculty. The secondary faculty review the list of interns for the forthcoming semester internship and review the portfolios of any students whom they feel may not be fully prepared to student teach. Recommendation by the secondary faculty is based on an evaluation of the student's competence in the following: written communication verbal communication presentation skills working with students from racial and ethnic populations other than his/her own, and with special needs students

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