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The need for outstanding university supervisors who balance the needs and interests of the student teacher, the university, and the K-12 school has never been greater. Teacher supervisors are the link between institutions of higher learning and public and private schools. This work is a practical guide for university supervisors that examines the supervisory process, the preparation necessary for supervision, the responsibilities of the university supervisor, the historical assumption underlying the supervisory role, and what research tells us about effective supervision.
This work also provides background information on topics such as discipline in the schools and curricular concerns, and summarizes research about what the supervisor needs to know on the philosophical, psychological, and sociological foundations of education. Practical suggestions and sound advice are provided on major questions and issues such as: What should I tell the cooperating teacher about writing final evaluations? What should I tell the student teacher about presenting incorrect information? What do I look for while observing the student teacher? How do I conduct an effective conference? How should I plan a seminar? University supervisors will gain a better understanding of their own role and responsibilities in working with student and cooperating teachers as well as an appreciation of the work of the cooperating teacher. Likewise, student and cooperating teachers will gain similar understandings.
List of contents
Preface
Realities and Misconceptions Surrounding University Supervision
An Historical Overview of University Supervision
Preparation of the University Supervisor: Documenting the Need, Attitudes, Experiences, Skills, and Attributes
Preparation of the University Supervisor: Philosophical Foundations
Preparation of the University Supervisor: Psychological Foundations
Preparation of the University Supervisor: Sociological Foundations
Observing Student Teachers
Evaluating Student Teachers
Effective Supervisory Conferences
The University Supervisor as Seminar Teacher
Working with First Time Cooperating Teachers
Discipline and the University Supervisor: Developing Appropriate Attitudes
The University Supervisor and Curriculum
Common Concerns of University Supervisors and Cooperating Teachers
The Conflict Between Individuality and Conformity
The Present Status of and Future Trends in Supervision
Bibliography
Index
About the author
DEBRA J. ANDERSON is Associate Professor of Education, Supervisor of Student Teaching, and Director of Student Teaching and Certification at St. Olaf College in Northfield, Minnesota. She taught science for seven years in suburban and rural Minnesota, in Wyoming, and at the university level. Dr. Anderson has also supervised student teachers in Colorado and Wisconsin.
ROBERT L. MAJOR is Professor of Curriculum and Instruction and Supervisor of Student Teachers at Mankato State University, Mankato, Minnesota. He is also the author of
Discipline: The Most Important Subject We Teach (1990). Dr. Major has taught junior high students in Nebraska, substitute taught elementary and secondary students in New Jersey, and supervised elementary and secondary student teachers in Colorado and Mexico.
RICHARD R. MITCHELL is Professor of Curriculum and Instruction and Supervisor of Student Teachers at Mankato State University, Mankato, Minnesota. He taught science in Nebraska for nine years and also frequently served as a cooperating teacher. Dr. Mitchell also supervised elementary and secondary student teachers in Mexico and Colorado.
