We practice a collaborative model of student teaching. In this model all of the following stages are experienced but not in a sequential fashion. Each stage is progressive and recursive. While the length and structure of each stage will vary, all are important to student teaching success. Student learning of the intended outcome and the knowledge and skills the mentor and the candidate bring to the environment determine when each stage is needed and the duration.
Observation
- The candidate observes the mentor teacher modeling good teaching practices.
- The candidate should be able to clearly reflect understanding of the skills demonstrated before moving to the next stage.
- The candidate might also shadow a student.
Teaming
- The candidate and the mentor teacher plan and teach lessons cooperatively.
- The team teaching experience should provide opportunities for the candidate to ask questions and for the mentor teacher to demonstrate specific techniques.
Independent Teaching with Observation
- The candidate teaches independently with the mentor teacher reviewing plans, observing the candidate's instruction methods and conferencing after each lesson.
Independent Teaching
- The candidate teaches independently. This stage is important for the candidate to gain independence and confidence.
- The classroom students learn to depend on the candidate rather than on the mentor during this stage.
- Many opportunities to exercise judgment and learn from experience occur during independent teaching.
- Conferencing continues during this stage.
Closure - Student Teacher as Critical Observer
- The mentor teacher assumes more responsibility for the classroom.
- The candidate again becomes the observer, now from the vantage point of more knowledge, or may be invited to observe in other classrooms.
- The candidate now repeats a personal evaluation with new insights on their knowledge and skills