Describes a teacher's experiences in working with student teachers. Notes that the experiences have been continually rewarding but not always easy. States that the teacher feels renewed, revitalized, and reassured after working with student teachers. (RS)

This handbook was developed as a guide for student teachers, supervising teachers, and cooperating teachers participating in the student teaching program at Incarnate Word College (San Antonio, Texas). Section 1, the introduction, lists the six objectives of the student teaching program. Section 2 delineates program guidelines and policy. The…

Evaluates two approaches to conveying new ideas about teaching reading to beginning teachers: (1) a traditional approach where an instructor prescribes reading techniques by modeling examples, and (2) an approach in which the instructor and student teacher collaborate to create individual variations beyond the examples provided. (MM)

The article examines five issues that student teachers should discuss with their master teachers and five issues that master teachers should discuss with their student teachers at the beginning of the experience. The issues focus on expectations, attitudes, classroom management, mistakes, help, positive reinforcement, collegiality, and…

Provides practical suggestions for setting up low-cost programs to help beginning teachers. These include: (a) pairing novices with experienced teachers; (b) giving novices release time to observe experienced teachers in the classroom; and (c) before school starts, holding training sessions and workshops on classroom management for novice…

Describes Indiana State University's baseline day program, which helps establish a strong beginning upon which student teachers can build. Student teachers take full responsibility of the classroom for 1 day within the first 4-10 days of their assignment. Evaluations of student and cooperating teachers indicate the program benefits all involved.…

Offers strategies to help cooperating and supervising teachers give preservice physical education teachers the fullest student teaching experiences. Essentials include videotaping, lesson and unit plans, management journals, reviews of current trends, mock interviews, different teaching styles, and cocurricular experiences. A checklist of…

Guidelines are presented on the roles and responsibilities of teacher candidates, cooperating teachers, school administrators, university faculty supervisors, and university coordinators of pre-student teaching clinical experiences. A list is provided of l3 broad goals relevant to all levels of the clinical experience. A general classification…

These guidelines describe the role and duties of all participants in field experience programs for prospective teachers at Samford University (Birmingham, Alabama). Requirements for entry, retention, and exit from the program are described, and policies regarding the placement of students in local schools are listed. Outlines are presented of what…

The East Longmeadow/University of Massachusetts Professional Development School collaborative began in 1985 as a collaborative effort to transform East Longmeadow High School into the equivalent of a teaching hospital for preservice teachers. Eventually Birchland Park Middle School (Massachusetts) joined the project. The objective has been to…

At the heart of the secondary teacher education collaboration between the East Longmeadow School District (Massachusetts) and the University of Massachusetts at Amherst are the faculty at East Longmeadow High School and Birchland Park Middle School who have prepared to be mentors for student teachers. This volume contains reflections by these…

This guide provides an outline of the policies, procedures, responsibilities, and functions of Georgia agencies and individuals participating in laboratory experiences for teacher education students. In Unit I, the policies of the Georgia Board of Education relating to laboratory experiences are presented. Criteria are listed for: professional…

This guide provides information needed by teachers supervising students' teaching internships in agricultural education, business education, home economics education, industrial education, or health occupations education as part of the Vocational Education Studies Program at Southern Illinois University at Carbondale. In a reproduction of the…

This is the third in a series of four books presenting a variety of field experience program models and philosophies that drive the programs provided to preservice teachers during their undergraduate teacher preparation. This publication explores the internal workings of the relationships and events that have an impact on all the persons involved…