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    The Comprehensive Guide to Working with Student Teachers
    Tools and Templates to Support Reflective Professional Growth

    Elizabeth Soslau (Author), Monique Alexander (Author)

    9780807764947

    Paperback / softback, published 19 February 2021

    208 pages
    25.4 x 17.5 x 1 cm, 0.375 kg

    This is a must-have resource for clinical and field experience coordinators and all educators who find themselves in the position of guiding teacher candidates. The authors provide a comprehensive toolkit for the complex work of field instruction, including mentoring approaches; conversation stems; conferencing techniques; lesson debriefing questions; understandings of programmatic goals; observation, assessment, and feedback methods; and more. They also demonstrate how to use video viewing and conferencing to adapt support for candidate growth in digital environments. The book clearly defines what field instruction entails and show how to move from a pre-prescribed technical approach toward one that fosters candidates' abilities to embody the roles of empowered, self-directed, and agentic teachers. With the help of this text, new and seasoned teacher educators will guide candidates to not only learn how to meaningfully reflect on practice, but also internalize these competencies for their own future professional development and continuous self-improvement. Chapters are accessibly written and filled with concrete examples, tips, worksheets, and activities.

    Book Features:

    • Clear directions, tools, templates, and protocols for how to do the job of field instruction.
    • A "Voices from the Field" chapter with practical advice from field instructors across multiple programs.
    • Annotated sample conversation with candidates.

    • Contents
    • Acknowledgments 
      xi
    • Introduction 
      1
    • Focus on Empowerment 
      2
    • Social Justice and Equity 
      3
    • How Do I UseThis Book? 
      5
    • 1. 
      What Is Field Instruction? 
      11
    • Field Instructor or Supervisor: What’
      s In a Name? 
      11
    • Purpose of Field Instruction 
      12
    • Necessary Conditions to Support Candidate Learning 
      15
    • “
      Seeing”
      Growth Competence, Collaborative Expertise, and Adaptive Teaching Expertise 
      17
    • 2. 
      Roles and Responsibilities:  
      Bridging the PK12–
      University Divide 
      19
    • Introduction 
      19
    • Key Roles and Responsibilities of Field Instructors 
      19
    • Field Instructor as Coach 
      21
    • Field Instructor as Broker 
      25
    • Field Instructor as Humanizing Pedagogue 
      30
    • 3. 
      Orienting Your Teacher Candidate to Student Teaching 
      34
    • Introduction 
      34
    • Pitfall 1: Candidate Does Not See the Practicum as a Course  
       
      Governed by Clear Expectations 
      34
    • Pitfall 2: Candidate Believes the Myth That Teachers Are “
      Born to Be Great”
       
      43
    • Pitfall 3: Candidate Is Overwhelmed Before the Experience Starts 
      48
    • Pitfall 4: Candidate Makes Assumptions About the School and the Surrounding Community 
      51
    • Pitfall 5: Candidate Does Not Feel a Sense of Belonging 
      56
    • Pitfall 6: Candidate’
      s Decisionmaking Is Unprofessional 
      58
    • Pitfall 7: Candidate’
      s Communication Is Unprofessional  
      61
    • 4. 
      Helping Candidates Audit and Explore Their Professional Emotional Needs 
      65
    • Introduction 
      65
    • Wait, I’
      m Not a Mental Health Counselor.
    • I’
      m Not Qualified to Unpack Emotions With My Candidate! 
      65
    • Teacher Candidates’
      Professional Emotional Needs 
      66
    • Okay, I’
      m With You. So, How Do I Do That? 
      67
    • Really Though, How Important Is Unpacking Emotionality? It Feels Too Touchy- Feely 
      71
    • What Are You Talking About? I Need an Example! 
      73
    • Wow, That Sounds Great, But I Don’
      t Have Time for All That 
      78
    • 5. 
      Tools for Observation 
      82
    • Introduction 
      82
    • From the “
      Trip Sheet”
      ’
      to the Framework: Paradigm Shifts in Field Instruction 
      82
    • Getting Started: The Pre-Observation Conference 
      84
    • Selecting an Observation Instrument 
      85
    • 6. 
      Post-Observation Debriefing Conference 
      99
    • Introduction 
      99
    • What Do Candidates Learn From My Feedback? 
      100
    • One-on-One Conferencing After Observing a Lesson 
      104
    • The Protocol: A Living, Breathing, and Ever-Changing Document 
      106
    • 7. 
      Assessing Lesson Effectiveness 
      119
    • Introduction 
      119
    • The Problem With University-Based Evaluation Forms for Summative Evaluation 
      120
    • The Problem With University-Based Evaluation Forms for Formative Evaluation 
      122
    • Improvement Plan Document 
      124
    • Advice for Balancing Your Roles: Evaluative Gatekeeper and Instructor 
      124
    • Advice for Communicating About the Value of University-Based Scores and Ratings 
      127
    • 8. 
      Video-Based Debriefing Tools for Virtual and Face-to-Face Placements  
      128
    • Introduction 
      128
    • Candidates Can Complete Pre-Orientation Preparation Work Online 
      128
    • Parallel Conferencing 
      130
    • Okay, I’
      m Convinced. How Do I Do It? 
      131
    • How to Conduct a Parallel Conference 
      133
    • Remote Field Instruction: Recorded Teaching Without Live Pupils 
      136
    • Remote Field Instruction: Recorded Teaching 
      141
    • 9. 
      Voices From the Field 
       
      148
    • Introduction 
      148
    • When the Student Becomes the Teacher: A Less Than Ideal Clinical Educator 
      149
    • How Did It Go? Great! Uh Oh, No It Did Not: Candidates Lack of Focus on Pupil Learning 
      150
    • A Lesson in Communication: Candidates’
      Use of Problematic Langauge 
      151
    • Mentoring Mismatch: Navigating Ill-Paired Partnerships (CE/TC Dyads) 
      151
    • When Supportive Accommodations Are Insufficient: Two Tales 
      153
    • Never Underestimate the Power of Belonging: Advocating for Candidates’
      Inclusion in the School Community 
      155
    • When Good Teaching Is Not Enough: Problematic Performance Assessments 
      156
    • Community Immersive Field Placements: Reeducation of Candidates 
      157
    • 10. 
      Finding Your Voice 
      159
    • Introduction 
      159
    • Developing Inquiry as Stance 
      160
    • Unpacking My Personal Theories of Field Instruction 
      162
    • Deepening Your Understanding of Self Through Self-Study 
      162
    • Getting Started With Self-Study 
      164
    • Preparing for the Self-Study Journey 
      164
    • Defining Your Inquiry 
      165
    • Identifying Critical Friends for Your Inquiry Journey 
      165
    • Collecting and Making Sense of Evidence During Your Self-Study:
    • Assessing, Planning, Implementing, and Evaluating 
      167
    • Why Is Developing Your Voice Through Self-Study Important? 
      169
    • References 
      171
    • Index 
      179
    • About the Authors 
      189

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