STUDENT TEACHING HANDBOOK

  
 


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Swarthmore College Education —> Program —> Student Teaching Handbook —> The Handbook

Introduction

Student teaching at Swarthmore College involves close collaboration between the College and the school and among the student teacher, Cooperating Teacher, and College Supervisor. This Handbook aims to provide all those involved in the process with a common framework for the student teaching experience, one that allows for the most successful approach for each beginning teacher. The Handbook describes the program taken by students who pursue student teaching and the roles and responsibilities of student teachers, Cooperating Teachers, and College Supervisors. We recommend that each member of the student teaching team read the Handbook as a way of understanding how the program and the people in it work together to provide a strong foundation for new teachers.

 

Philosophy and goals

The goals of the Education Program at Swarthmore are to enable students to investigate educational theory, policy, research and practice from a variety of disciplinary perspectives as well as to prepare students to enter the teaching profession, to work in the areas of educational research or policy and/or to do graduate study in Education or a related field. The Program encourages undergraduates to think critically and creatively about the processes of teaching and learning and about the place of education in society. The Program also is committed to preparing undergraduates to equitably and responsibly meet the needs of all students in an era of rapidly increasing racial, ethnic and linguistic diversity and technological change and to develop students' abilities to fully participate in the civic, cultural and economic arenas. To this end, both its introductory and upper

To this end, both its introductory and upper level courses draw on the distinctive disciplines of Psychology, Sociology/Anthropology, Political Science, Philosophy, Economics and History. Because students major in one of the traditional disciplines, courses in Education offer students an opportunity to apply the particular skills of their chosen field to a new domain and the chance to interact with other students whose disciplinary approaches may differ significantly from their own. Students interested in Education at Swarthmore may complete the requirements for teacher certification and/or design a Special Major in Education and another discipline in either the Course or Honors Program.

Students who choose to complete the requirements for Pennsylvania certification work to master the competencies listed in Topics in the Professional Sequence, in Appendix A at the end of this handbook. The main goals of the program are to develop reflective teachers who can effectively plan engaging and challenging lessons for a range of students; manage a classroom in ways that promote individual and group learning for all students; assess student performance and provide feedback on student progress; and work with colleagues and parents to create a positive learning environment.

Teacher Certification

Secondary Certification

All students planning to complete requirements for teacher certification, which is offered in secondary Biology, Chemistry, English, Mathematics, Foreign Languages and Social Studies (until September 2004) or Citizenship Education or Social Science (after September, 2004) must take the following courses:

  1. Introduction to Education, Education 14
  2. Educational Psychology, Education/Psychology 21
  3. Adolescence, Education/Psychology 23
  4. Practice Teaching, Education 16 (2 credits); Curriculum and Methods, Education 17
  5. An additional elective course from the Education offerings numbered in the 20’s—60’s
  6. Special Methods Workshops in their discipline

Introduction to Education, Education 14, should be taken by the end of the Sophomore year. Exceptions will be made if student decides to be certified after this point in their academic career. Practice Teaching, Education 16, and the Curriculum and Methods Seminar, Education 17, are regularly taken first or second semester senior year, or in a ninth semester after graduation. In order to be certified, students in the class of 2002 must have a grade point average of 2.6, in the class of 2003 an average of 2.8 and in the class of 2004 and thereafter must attain an overall grade point average of 3.0. They must also have a grade of B- or better in Education l6 and l7, Practice Teaching and the Curriculum and Methods seminar.

Subject Area Requirements for Certification

Biology

All students certified in Biology must complete the requirements of a Biology major. This includes a minimum of eight Biology courses (starting with Bio 1 and 2) and at least one course or seminar selected from each of the following groups: I. Cell and Molecular Biology; II. Organismal Biology; and III. Populational Biology. They must also take at least one advanced course or seminar in Biology and satisfy the general College requirement of a Senior comprehensive examination, Bio 97, or Senior Honors Study, Bio 199. In addition, all Biology majors must take Introductory Chemistry, at least one semester of Organic Chemistry, and two semesters of college Mathematics (not Math 1 or 3). One semester of Statistics is strongly recommended.

Chemistry

Each candidate for the Chemistry certification program will complete the regular Chemistry major, and include the following courses in their program.

  1. Chemistry 10 - General Chemistry
    Chemistry 22 - Organic Chemistry I
    Chemistry 32 - Organic Chemistry II
    Chemistry 34 - Principles of Physical Chemistry
    Chemistry 38 - Biological Chemistry
    Chemistry 45A/B - Intermediate Physical Chemistry I and II
    Chemistry 46 - Inorganic Chemistry
    Chemistry 50 - Modern Instrumental Methods in Chemistry and Biochemistry
    One single credit Chemistry seminar (Courses numbered 102-110.)
    Chemistry l08 &endash; Topics in Biochemistry (for Biochemistry)
  2. Physics 3 and 4 (required for Chemistry 46 and 34)
  3. Mathematics 5 and 6, (required for Chemistry 34)
  4. Senior comprehensive examination

In addition all students being certified in Chemistry are required to take Biology 1 and 2 and assist in the instruction of the laboratory of an introductory Chemistry course one afternoon per week for two semesters.

Citizenship Education (for students completing the certification program after September, 2004)

Students completing certification in Citizenship Education will complete a major in History, Political Science, or Economics. (Students majoring in Sociology/Anthropology or Psychology will complete Social Science certification.)

The History major consists of at least nine credits, including at least one course or seminar from each of the following categories: a) courses before 1750, including relevant courses in Classics, and b) courses in areas outside of Europe and the United States, specifically Africa, Asia, Latin America and the Near East. In addition majors will complete the Senior comprehensive exam, History 9l, the Senior Research Seminar. For additional information, see the College Catalogue.

The Political Science major consists of eight or more credits, including at least one course or seminar in each of the following three fields: 1) American politics, 2) comparative or international politics, and 3) political theory. In addition, majors will complete the Senior comprehensive exam, normally the Oral Thesis, but in cases where a student has an A- average in the department, they may elect to do a written thesis, Political Science 95. For additional information, see the College Catalogue.

The Economics major consists of at least eight credits, including, Economics 11 and 21, and 31 or 53. Math 5 and 6 are also highly recommended. In addition, students must complete the Senior comprehensive exam. For further information, see the College Catalogue.

As a part of their course work, all students seeking certification in Citizenship Education are required to include in their preparation:

  • History 5a and either History 5b or 5c. (AP credit will not count toward this requirement in American History.)
  • History 3
  • Economics 1
  • Political Science 2 and 4
  • A History, Political Science, Economics or Sociology/Anthropology course whose focus is on non-western or non-Anglo subject matter

    A History or Classics course whose focus is pre 1750 is also strongly recommended.

 

English

All students being certified in English will complete an English major. The English major consists of a minimum of eight units of credit in the department, beginning with one of the introductory English courses, numbered 5C-5T. Three units of credit must be in literature written before1830 and three in literature written after1830; one credit must be a course that includes critical theory. In addition, English majors must complete the departmental comprehensive examination, the Senior Essay or Senior Honors Study and Honors exams.

For certification in English, a student's program must also include one course in American literature and one course in Shakespeare among the eight units. In addition, students being certified must take Linguistics 1. A course in theater or film and a creative writing or journalism workshop are also highly recommended. (Admission to writing workshops is at the discretion of the course instructor.) Certification candidates are advised to choose a balanced program from a variety of different authors, genres, and periods.

Mathematics

All students seeking certification in Mathematics must complete a Mathematics major, which consists of 10 credits in mathematics or statistics. Every math major must complete or obtain credit for or place out of the following courses: Mathematics 5 or 5s, 6A-6B or 6C, 16 or 16 H,18 or 18h, 47 and 49. At most, five of the ten credits can be in courses numbered 25 or lower. They must also take the departmental comprehensive examination, Math 97, the Senior Conference.

Students seeking certification must include among their electives:

  • one semester of computer science (Computer Science 10, 20, or 21),
  • one semester of discrete mathematics course (Mathematics 9, 65, or 72)
  • one semester of geometry (Mathematics 45)
  • one semester of statistics or probability (Statistics 2, 27, 53, 111)

In addition, students seeking certification are strongly advised to take further mathematics courses emphasizing modeling and applications, and/or to take at least one course in the Natural or Social Sciences in which mathematics is significantly used. They are also highly encouraged to work as a tutor in the Math clinic or to do individual tutoring for a semester. With respect to the Mathematics' Department recommendation, we will not allow a student to be certified who has not received a grade of C or better in all mathematics courses.

Foreign Languages

All students seeking certification in Foreign Languages (French, German and Spanish) will complete the major in Modern Languages and Literatures. This includes at least eight credits in advanced language, literature or culture courses (courses numbered 4 and above) and completion of the comprehensive examination requirement. Courses numbered ll or above emphasize the study of literature and culture, as well as competence in the spoken and written language. (See the College catalogue for specific requirements for majors in the specific languages). In addition, all majors are required to spend at least a semester abroad in a country that speaks the target language. The College sponsors a program in Grenoble, France, but information about a variety of other foreign study programs in French, German and Spanish speaking countries is available from the Foreign Study Advisor. The normal sequence of courses for a student preparing to teach a foreign language begins with courses in the language itself, including 4 or 4B, which prepares the student to express him or herself fluently in writing and speaking. The sequence culminates in advanced literature courses. Exceptions to the initial course requirements are made for those who show initial competence in the language of specialization.

Students who pursue certification in a foreign language must also take Linguistics 1, in order to develop the basic knowledge of language structures. Prospective teachers are also highly encouraged to supplement work in the department with work in other disciplines, such as History, Art History, Music, and Sociology/Anthropology, which enhance the candidate's knowledge of the culture, history and geography of countries where the target language is spoken. They also should make every effort teach for at least a semester in the after school language programs at the elementary school level in the local school district.

Physics

Students completing certification in Physics or Astrophysics must fulfill the requirements for the Physics major, which include:

  • Physics 6 The Character of Physical Law
  • Physics 7 Introductory Mechanics
  • Physics 8 Electricity, Magnetism and Waves
    (Physics 3 and 4 may substitute, with the permission of department chair)
  • Physics 14 Thermodynamics and Modern Physics
  • Physics 50 (or Math 30 or Math 81) Mathematical Methods of Physics
  • Physics 82 Advanced Laboratory
  • Physics 111 Analytical Dynamics
  • Physics 112 Electrodynamics
  • Physics 113 Quantum Theory
  • Physics 114 Statistical Physics
    (For Astrophysics, also Astronomy 16, plus two seminars in Astronomy)
  • Senior Comprehensive Exam

In addition, they must obtain credit for, or place out of Math 5, 6, 16, and 18 and take Engineering 72A, Electronic Circuit Applications.

Students being certified in Physics must also include Physics 63, Chemistry 10 and Biology 1 or 2 in their programs. In addition they must serve as a lab assistant or demonstration coordinator in physics for at least one semester.

Social Science

(for students completing the certification program after September, 2004)

Students completing certification in Social Science will complete a major in Psychology or Sociology/Anthropology. (Students completing majors in Economics, History or Political Science will complete Citizenship Education certification.)

The Psychology major consists of at least eight credits, four of which must be courses numbered in the 30s. In addition, students must fulfill the Senior comprehensive examination. Students who have at least a B+ major in Psychology, may also choose to do a two credit thesis, Psychology 96-97 in lieu of the comprehensive exam. (For further information, see the College Catalogue.)

The Sociology/Anthropology major consists of at least eight credits. A Sociology/Anthropology course numbered 1-20 is the entry point for further work in the department. A two credit Senior thesis, S/A 96-97 is required. In addition, S/A 21B and Statistics 2 or 2c are highly recommended. ( For further information, see the College Catalogue.)

The programs of all students seeking Social Science certification must include Psychology 1 and at least one course in each of the following categories: For Anthropology, Sociology/Anthropology 22B, 23B or 29B; for Sociology, Sociology/Anthropology 2B, 7B, or 8D. All programs must include at least one course that focuses on non-western or non Anglo content and one course that addresses cross cultural issues.

In addition, in order to be employed to teach Social Studies in states other than Pennsylvania, students are strongly recommended to also complete:

  • History 5a and either History 5b or 5c, History 3, Economics 1, Political Science 2
  • Social Studies (for students completing the certification program before September, 2004)

For purposes of this program the Social Science departments are Economics, History, Political Science, Psychology and Sociology-Anthropology. There are two routes to Social Studies certification.

  1. A student may major in one of the Social Sciences and take four to six courses in other Social Sciences. Students majoring in History, Political Science and Sociology-Anthropology are required to take at least four courses outside their major; students majoring in Economics and Psychology are required to take six.
  2. A student may take at least twelve semester courses in Social Sciences, of which six must normally be in one discipline and at least two more must be in a single other discipline.

As a part of their course work, all students seeking Social Studies certification are required to take:

  1. two courses in history, at least one of which is in American history and at least one of which is a course numbered 1-10. (AP credits will not count toward meeting the history requirement)
  2. one Social Science course focusing on non-western or non-Anglo subject matter,
  3. a course in comparative systems, and
  4. a course which addresses cross cultural issues. 

 

Elementary Certification

Swarthmore College does not have a state-approved elementary certification program. However, if students complete the following courses at Swarthmore (Introduction to Education, Educational Psychology, Developmental Psychology or Child Psychology and Practice, Teaching the Young Learner, Curriculum and Methods, and Elementary Methods Workshops in Math, Science and Social Studies), and complete a twelve-week practice teaching placement in an elementary school, they can receive certification through Eastern College, with which Swarthmore has a collaborative arrangement. In order to be certified by Eastern College, students take two additional elementary methods courses at Eastern College Summer School (from mid May&endash;late June) for a total cost of about $1,800.

 

PRAXIS Exam

The State of Pennsylvania requires that students applying for certification take the following PRAXIS Exams: PPST Reading, PPST Writing, PPST Mathematics, Listening Skills, Principles of Learning and Teaching and the appropriate Specialty Test(s) in their area of certification. If possible, we ask that students take these by end of their senior year or the 9th Semester in which they practice teach, so that students can be recommended for certification as soon as they have completed the Education Program requirements and student teaching.

 

Ninth Semester Program

The Education Program offers graduates of the College who by graduation have completed all of the required course and field work for certification, except for Practice Teaching and the Curriculum and Methods Seminar, the option to return to the College to do a ninth semester, on a space contingent basis. The Ninth Semester Option is attractive to students, often those in Honors, students with Double majors or those who had studied abroad, who were not able to fit a term of student teaching into their schedule. While students doing a ninth semester are enrolled for three College credits, or 12 units, they are required to pay for only one course credit.

 

STUDENT TEACHER RESPONSIBILIITIES

Student teaching at Swarthmore is a two-credit, twelve-week experience which helps students integrate prior theoretical and practical work in Education and their discipline. It is an opportunity to work cooperatively with practitioners, to assume a range of teaching responsibilities in a classroom and school, and to reflect on processes involved in teaching, learning, and schooling.

Except in unusual circumstances, which require special approval, students practice teach in their Senior year or a 9th Semester. Student teachers must have the approval and recommendation of their major department, approval of all of the Education faculty with whom they have worked and recommendations from teachers in whose classrooms they have done field placements. All students who want to student teach interview with the Director of the Program in Education, who, then approves them for student teaching and arranges the school placement for student teaching.

Student teaching is a demanding experience that requires a great deal of commitment and energy. We recommend whenever possible that students reduce or eliminate other responsibilities (course requirements, work, co-curricular commitments) during their student teaching semester. In no case is a student permitted to take more than one additional course during the semester in which they practice teach.

Placements

Student teaching placements are determined the semester prior to practice teaching. Placements are made by the Director of the Program in consultation with the student teacher, Cooperating Teachers, and school administrative personnel in the public and private schools in which we place students. When possible, students are given placement options and the opportunity to observe before a placement decision is finalized. In all cases, students meet with their Cooperating Teacher(s) the semester before their placement begins. Within the first full week of practice teaching, the College Supervisor, Cooperating Teacher and Student Teacher meet to discuss student teaching requirements and expectations and to review the schedule/procedures for the upcoming semester.

Occasionally, student teacher placements are changed during the student teaching semester as a result of a) request by the Cooperating Teacher or school to be relieved of the responsibility of the student teacher, b) recommendation by the College Supervisor that such a change is in the best interest of the student teacher, or c) unforeseen events such as illness, strikes, etc. If such a change is necessary, it is done as early in the semester as possible and, when necessary, the student teacher teaches beyond the required twelve weeks in order to demonstrate competency in the new school setting.

Responsibilities/Requirements

  1. Student teachers will spend twelve weeks full-time in the school. They will begin by observing their Cooperating Teacher and other teachers within and outside of their discipline and across grade levels. Secondary student teachers will assume responsibility for two classes by the end of their second week and will, under the direction of the Cooperating Teacher and College Supervisor, assume complete responsibility for at least three classes (or more if the situation permits) by the ninth week of practice teaching. Elementary student teachers will, by the end of the second week, take responsibility for teaching a group or the whole class in a particular subject area. They will assume increasing responsibility in the classroom and at some point become the primary teacher in the class for two (not necessarily consecutive) weeks.
  2. Student teachers will follow their school calendar, not the College calendar. They are expected to be in school every day during the hours when teachers must be in school unless they have arranged otherwise in consultation with their Cooperating Teacher, College Supervisor, and Director of the Program in Education.
  3. Student teachers will prepare curriculum, lesson plans, tests, and other materials in consultation with their Cooperating Teacher and College Supervisor. They will coordinate student assessment with their Cooperating Teachers and, when appropriate, communicate with parents about student progress.
  4. Student teachers will confer regularly with their Cooperating Teacher on their progress and discuss ways to strengthen and improve their teaching. They will meet with the College Supervisor following each observational visit (at least weekly) and whenever else the need arises. Typically they will meet or talk by phone at least one additional time between observation visits. One goal of this process is for students to learn to reflect on their own progress and develop ways to facilitate it.
  5. During their practice teaching, students should become familiar with their schools' admin-istrative, guidance and counseling personnel, as well as libraries and materials centers. They should also attend appropriate faculty meetings, departmental meetings, in service programs, and parent conferences as well as participate in special school events. When possible, students should take responsibility for other aspects of teaching and school life, such as homeroom, study hall, lunch duty, etc.
  6. Students will participate in a formal three-way evaluation conference with their Cooperating Teacher and College Supervisor midway through the term and again at the end of the term. In preparation for this meeting, students will complete the Student Teaching Competency Checklist, which is included as Appendix B in this booklet.
  7. Secondary student teachers must arrange to be observed by a member of their major department. They should schedule a pre-and post-conference with this faculty member. Departmental faculty will then write a letter to the Teacher Education Committee evaluating the student teacher's performance in the classroom.
  8. Student teachers must successfully complete the Curriculum and Methods seminar that accom-panies student teaching. The seminar continues the theoretical exploration of teaching issues raised in other Education courses and provides practical guidance in teaching methods. At the conclusion of the seminar, students will take both an oral and written exam and prepare a web-based and/or hard copy of a portfolio of work from their student teaching. The required entries to be included in the portfolio will be assigned by the faculty member teaching the Curriculum and Methods seminar.
  9. Student teachers will also attend a series of Special Methods workshops in their field (e.g., English methods, Social Studies methods, Math methods, Elementary methods) offered by Education faculty members, College Supervisors, and/or practicing teachers.

Evaluation

Midway through the semester and at the end of the semester, the student teacher, the Cooperating Teacher, and their College Supervisors fill out the Student Teaching Competency Checklist This checklist becomes the basis of an evaluation conference which focuses on the student's development, areas of strength, and plans for continued work. Following the final conference, the Cooperating Teacher and College Supervisor write letters of evaluation which become a part of the student teacher's dossier; the dossier is then reviewed by the Teacher Education Committee. In addition, the College Supervisor assigns the student a grade which reflects his or her development in relation to the stated competencies. Students must receive at least a B- in student teaching in order to be recommended to the State for certification by Swarthmore College.

At the end of the academic year, the Teacher Education Committee meets to review student teachers' files. The Teacher Education Committee consists of College faculty from departments involved in certification and Program in Education faculty and local school personnel. Each student's file consists of letters from the following: Cooperating Teacher, College Supervisor, Department Chair, the faculty member in their department who observed their teaching, and an additional faculty member who can be from inside or outside of the student's major department. They also review the student's transcript. After reviewing the student teaching dossier, The Teacher Education Committee determines whether the student should be recommended to the State for certification.

 

RESPONSIBILITIES OF THE COOPERATING TEACHER

Cooperating Teachers play an extremely important role in the student teaching program, working closely with student teachers on a daily basis in the classroom and the school. The State of Pennsylvania requires that Cooperating Teachers to have a minimum of three years of successful teaching experience, at least one of which is in the school in which they will supervise. Cooperating teachers must also be certified in the area in which the student is seeking certification. We look for teachers who are interested in working with a student teacher, who serve as models of successful teaching, and who will allow a student teacher to experiment with a range of methods and styles within the bounds of classroom and school requirements.

Students come to the student teaching situation with strong preparation in the discipline in which they seek certification. This preparation may be fairly broad or it may be more concentrated in subfields of the discipline. In all cases the courses in their major meet the PA specific content standards in their subject area. They have also taken a series of Education courses, described earlier, most of which include a field experience component. In Education courses, all students have done field observations, worked as tutors, and/or served as a teacher's assistant or a student researcher. In many cases they also have extensive experience with elementary or secondary students outside of the classroom as camp counselors or volunteers in various social service capacities. For the most part, however, students have had limited experience in taking on complete responsibility for a classroom. Cooperating Teachers help guide students in developing competence in the process of planning, teaching, and assessing students in the classroom setting.

Responsibilities

  1. The Cooperating Teacher will coordinate the student teacher's work in the classroom, with the goal of giving increasing responsibility to the student teacher. By the end of the second week of practice teaching secondary student teachers should have primary responsibility for two classes.
  2. The Cooperating Teacher will orient the student teacher to school personnel, facilities, policies, schedules, and routines.
  3. The Cooperating Teacher will work with the student teacher, as needed, to develop lesson plans, activities, and methods of student assessment.
  4. The Cooperating Teacher will confer regularly with the student teacher on his or her progress and discuss ways to strengthen and improve his or her preparation and teaching. This will require in-class observations of the student teacher as well as work with the student teacher outside of classroom time.
  5. The Cooperating Teacher will work with the College Supervisor to provide the student teacher with feedback and problem-solving strategies to enable the student teacher continue to develop throughout the semester.
  6. The Cooperating Teacher will discuss with the College Supervisor and/or Program Director program goals, strategies for supervision, and student teacher development. The Cooperating Teacher will also provide feedback regarding the certification program to the College Supervisor and/or Program Director. New Cooperating Teachers will receive individual and/or group orientation.
  7. The Cooperating Teacher will complete the Student Teaching Competency Checklist, Appendix B, midway through the semester and again at the end of the semester as well as participate in three-way conferences based on these checklist evaluations. He or she will also write an evaluation of the student teacher's performance at the end of the semester that will become a part of the student teacher's file and will be reviewed by the Teacher Education Committee.

The Program in Education aims to work with Cooperating Teachers in other ways that contribute to the preparation of teachers and to the larger educational process. To that end, we often invite Cooperating Teachers to teach Special Methods workshops in their disciplines for student teachers.

 

RESPONSIBILITIES OF THE COLLEGE SUPERVISOR

The College Supervisor, in collaboration with the Program Director, is responsible for planning, coordinating, and overseeing the student teaching experience. The College Supervisor serves as the link between the College's Program in Education, the student teacher, the Cooperating Teacher and the school, once student teaching begins. The College Supervisor is either a regular member of the faculty of the Program in Education or an adjunct faculty member who typically has a master's degree or higher in Education and has had experience as a classroom teacher. Frequently College Supervisors are retired teachers or administrators. College supervisors remain in close contact with the Director of the Program in Education and with the faculty member teaching the Curriculum and Methods, conferring with either and/or both of these Education faculty members several times during the semester regarding the development of the student teacher(s) with whom they are working. At least once during the semester, all faculty supervising student teachers that term also meet as a group with the faculty member teaching the Curriculum and Methods seminar to discuss areas of common concern or interest and to provide feedback regarding the student teaching progress and problems.

 

Responsibilities

  1. The College Supervisor will meet with the student teacher and Cooperating Teacher during the first full week of the student teaching semester to discuss and coordinate responsibilities, roles, and requirements.
  2. The College Supervisor (and in some cases the Program Director) will provide individual orientation to the program for new Cooperating Teachers, regarding program goals, strategies for supervision and cycles of student teacher development. They will also explain the Student Teaching Checklist that will be the basis for the three-way conferences mid-way and at the end of student teaching.
  3. The College Supervisor will use a clinical model of supervision and observe the student teacher in the classroom at least once a week. Each observation will be followed by a conference during which the student teacher and College Supervisor reflect on the observed class and make plans for future student work. The supervisor will also meet with the student teacher at other times, as needed, to work on planning, management, student assessment, etc. Typically they will confer at least once a week by phone or at the College in addition to the feedback conference after weekly observations.
  4. The College Supervisor will confer with the Cooperating Teacher about the student teacher's strengths and needs and work with the Cooperating Teacher and student to devise strategies for development and improvement.
  5. The College Supervisor will arrange to videotape the student teacher's class(es) at least once over the course of the semester and provide the student with guidance in viewing and critiquing the tape.
  6. The College Supervisor will complete the Student Teaching Competency Checklist midway through the student teacher's semester and again at the end of the semester and participate in two formal, three way conferences with the student teacher and Cooperating Teacher, based on the information from these checklists. He or she will also write an evaluation of the student teacher's performance at the end of the practice teaching term that will become a part of the student teacher's file and be reviewed by the Teacher Education Committee. In addition, the College Supervisor, in consultation with the Cooperating Teacher, will determine a grade for the student teacher's work.
  7. The College Supervisor will confer with the Director of the Program in Education and the faculty member teaching the Curriculum and Methods seminar concerning the student teacher's experience. During each semester, the College Supervisor and the faculty member teaching the Curriculum and Methods seminar will meet to discuss general concerns and achievements regarding the student(s) they are supervising.

The College Supervisor is, for the student, a critical source of information and support during the student teaching semester. He or she will be in the classroom frequently, assuring that the experience is working for the student and providing appropriate feedback and guidance. Student teachers who experience any difficulties in their school assignments or are facing other personal or academic problems that affect their ability to function effectively in the classroom should discuss these matters with their College Supervisors. The College Supervisor will function both as a facilitator and mediator to help student teacher development proceed in a safe and empowering environment.

 

CAREER RESOURCES/JOB HUNTING

There are array of resources available to student teachers as they begin to look for teaching and teaching-related jobs. We recommend that students have a resume and letter ready to send out by March of the year in which they will be certified and that they gather letters of recommendation for the Career Planning and Placement Center from their Cooperating Teacher, their College Supervisor, an Education faculty member and a faculty member from their major department , as well as other faculty members or employers who can attest to their character or suitability for teaching.

Career Office

The Career Planning and Placement Office at Swarthmore College has job and internship listings, information and workshops on resume and letter writing, and application materials for placement agencies such as Independent Education Services and Education Resources Group. They also bring placement agencies and some school district personnel to campus to conduct interviews. They will read and review resumes and letters, conduct mock interviews, and discuss short and long term goals with students.

The Career Office will also keep a dossier of a student's letters of recommendation that students seeking teaching positions can ask them to send out to prospective employers.

Program in Education

In both the Spring and Fall Semesters, the Director of the Education Program conducts a Job Search workshop that provides additional information on how to look for a teaching position. They discuss ways to identify schools with openings, writing a teaching resume and cover letter, interviewing strategies, and use of a portfolio in the job search process. Information about local job fairs, as well as job fairs in other areas of the country, job fairs for students of color, and job fairs for students hoping to teach abroad, is distributed at the Job Search workshop. Education faculty members also provide individual guidance about the job search process throughout the year and into the summer. Many students find jobs during the months of June, July and August, when the College is not in session, and students are encouraged to call for advice and help from Education faculty during this period.

The Program in Education receives a number of job listing bulletins and education newspapers which are kept in the Education Materials Center and/or emailed to students. In addition, individual job notices Education faculty members receive are filed in the Education Materials Center or sent directly to students. Because our graduates teach around the country, we often receive information about job possibilities in schools in which our graduates are teaching that we pass on to current students. Swarthmore students who are certified to teach also have access to a job placement website developed by the Consortium for Excellence in Teacher Education web site (http://www.princeton.edu/teacher/cete/). (The Consortium for Excellence in Teacher Education is a group of eighteen private liberal arts colleges and universities in the Northeast that was formed in l983 to support the efforts of teacher educators and students in the member institutions as well local school personnel with whom the faculty in the CETE institutions work.)