University supervisors support student teachers, especially by spending time with teacher candidates on an individual basis. University supervisors teach small seminars at Roosevelt University, observe student teachers in the field, coordinate and communicate with cooperating teachers, and provide other support as necessary. In short, they play a pivotal role in the student teaching experience, supporting both student teachers and cooperating teachers, as required and necessary.
Orientation
By the end of the first week, university supervisors should have met face to face or on Zoom for at least 30 minutes with all cooperating teachers to orient them to Roosevelt’s expectations for student teachers, as outlined in this handbook. Student teachers may participate in the orientation at the invitation of the supervisor or cooperating teacher. Over the duration of the student teaching experience, supervisors should check in with cooperating teachers after each observation or at mutually convenient times using Zoom. The purpose of these check-ins is to obtain direct and timely feedback on the development and performance of the student teacher.
Observation Requirements
University supervisors should set up their observations in advance, when possible, and they are required to meet outside of the context of the seminar to share feedback with the student teacher. Typically, meetings to discuss an observation will occur immediately after the observed lesson. Cooperating teachers are always invited to observe lessons that university supervisors observe, but they are not required to do so.
- Elementary, middle school, special education, and secondary supervisors observe student teachers four times over the 15 week student teaching experience.
- Early childhood supervisors do the same in the context of each placement, for a total of 4 observations ( 2 for each placement) over 15 weeks.
Modifications to these expectations are permitted, but must be approved by the Chair of the Department of Teacher Preparation.
Formative Assessment Requirement
All program area supervisors (early childhood, elementary, middle school, special education, and secondary) are required to submit a written observation report at least three times for each student teacher. Roosevelt uses a Modified Danielson Framework for Teaching form to record observation comments from university supervisors and to provide the candidate and the program with formative feedback on progress toward proficiency in key instructional areas.
University supervisors assess and complete formative evaluations of the quality of instructional performance in student teaching during 15 weeks using the Modified Danielson Framework for Teaching located on the Blackboard website under Assessment in “FE 3 & Student Teaching Formative Assessments folder”
Summative Assessment Requirement
University supervisors complete a summative evaluation for individual student teachers at the end of student teaching using the Modified Danielson Framework for Teaching rubric located on Tk20. University supervisors also complete an end-of-semester evaluation of professional dispositions. University supervisors must communicate with student teachers in regard to the Modified Danielson and Disposition before submitting them on Tk20. Final course grades are based on observations, conferences, or other communications with the student teacher and cooperating teacher, completion and quality of the assignments required for the seminar, and other items listed in the course syllabus, including attendance at the seminar and participation in school and professional activities. Feedback from cooperating teachers also informs the final grade given by university supervisors.