ERIC Number: ED228166
Record Type: RIE
Publication Date: 1983-Feb
Reference Count: 0
Incorporating Educational Administrative Theory in the Supervision of Student Teachers: A Model.
Bitner, Ted R.
The effectiveness of the student teacher supervisory process can be improved through the use of a model based on current administrative and supervisory theory. A review of literature on the process indicates that a closer collaboration between supervisor and cooperating teacher is needed, cooperating teachers need training in supervision, and supervision requires an ability to adapt to meet the demands of individual situations with flexible techniques which respond to a diagnosis of the maturity level of the student teacher at each stage of development. The model for the process of supervising student teachers presumes that a close relationship exists between the university supervisor and the cooperating teacher. A course or workshop for both the university supervisor and the cooperating teacher should provide basic tenets of needs assessment, the clinical approach to supervision, and adaptibility of leadership style. A collegial agreement should be reached on expectations and goals, and the roles of each supervisor should be clarified. The cooperating teacher should diagnose the maturity level of the student teacher and an agreement should be reached with the college supervisor on the most effective supervisory style. Preferably, both supervisors would be present at observations. Pre- and post-observation conferences with the student teacher should be held for discussing specific teaching behaviors being observed at each session. (JD)
Descriptors: College School Cooperation, Cooperating Teachers, Educational Administration, Higher Education, Leadership Styles, Preservice Teacher Education, Student Evaluation, Student Teacher Supervisors, Student Teaching, Teacher Educator Education, Teacher Supervision, Teamwork
Ted Bitner, Ed.D., Decker Hall, Anderson College, Anderson IN 46012-9989 ($1.75).
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A