{"product_id":"the-comprehensive-guide-to-working-with-student-teachers-tools-and-templates-to-support-reflective-professional-growth-paperback-softback-9780807764947","title":"The Comprehensive Guide to Working with Student Teachers; Tools and Templates to Support Reflective Professional Growth (Paperback \/ softback) 9780807764947","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eThe Comprehensive Guide to Working with Student Teachers\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eTools and Templates to Support Reflective Professional Growth\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eElizabeth Soslau (Author), Monique Alexander (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780807764947\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 19 February 2021\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e208 pages\u003cbr\u003e25.4 x 17.5 x 1 cm, 0.375 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eThis 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. \u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eBook Features:\u003c\/strong\u003e\u003c\/p\u003e\n\u003cul\u003e   \u003cli\u003eClear directions, tools, templates, and protocols for how to do the job of field instruction.\u003c\/li\u003e   \u003cli\u003eA \"Voices from the Field\" chapter with practical advice from field instructors across multiple programs. \u003c\/li\u003e   \u003cli\u003eAnnotated sample conversation with candidates.\u003c\/li\u003e\n\u003c\/ul\u003e\u003c\/font\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cul\u003e\n\u003cli\u003eContents\u003c\/li\u003e\n\u003cli\u003eAcknowledgments \u003cbr\u003exi\u003c\/li\u003e\n\u003cli\u003eIntroduction \u003cbr\u003e1\u003c\/li\u003e\n\u003cli\u003eFocus on Empowerment \u003cbr\u003e2\u003c\/li\u003e\n\u003cli\u003eSocial Justice and Equity \u003cbr\u003e3\u003c\/li\u003e\n\u003cli\u003eHow Do I UseThis Book? \u003cbr\u003e5\u003c\/li\u003e\n\u003cli\u003e1. \u003cbr\u003eWhat Is Field Instruction? \u003cbr\u003e11\u003c\/li\u003e\n\u003cli\u003eField Instructor or Supervisor: What’\u003cbr\u003es In a Name? \u003cbr\u003e11\u003c\/li\u003e\n\u003cli\u003ePurpose of Field Instruction \u003cbr\u003e12\u003c\/li\u003e\n\u003cli\u003eNecessary Conditions to Support Candidate Learning \u003cbr\u003e15\u003c\/li\u003e\n\u003cli\u003e“\u003cbr\u003eSeeing”\u003cbr\u003e Growth Competence, Collaborative Expertise, and Adaptive Teaching Expertise \u003cbr\u003e17\u003c\/li\u003e\n\u003cli\u003e2. \u003cbr\u003eRoles and Responsibilities:  \u003cbr\u003eBridging the PK12–\u003cbr\u003eUniversity Divide \u003cbr\u003e19\u003c\/li\u003e\n\u003cli\u003eIntroduction \u003cbr\u003e19\u003c\/li\u003e\n\u003cli\u003eKey Roles and Responsibilities of Field Instructors \u003cbr\u003e19\u003c\/li\u003e\n\u003cli\u003eField Instructor as Coach \u003cbr\u003e21\u003c\/li\u003e\n\u003cli\u003eField Instructor as Broker \u003cbr\u003e25\u003c\/li\u003e\n\u003cli\u003eField Instructor as Humanizing Pedagogue \u003cbr\u003e30\u003c\/li\u003e\n\u003cli\u003e3. \u003cbr\u003eOrienting Your Teacher Candidate to Student Teaching \u003cbr\u003e34\u003c\/li\u003e\n\u003cli\u003eIntroduction \u003cbr\u003e34\u003c\/li\u003e\n\u003cli\u003ePitfall 1: Candidate Does Not See the Practicum as a Course  \u003cbr\u003e \u003cbr\u003e Governed by Clear Expectations \u003cbr\u003e34\u003c\/li\u003e\n\u003cli\u003ePitfall 2: Candidate Believes the Myth That Teachers Are “\u003cbr\u003eBorn to Be Great”\u003cbr\u003e \u003cbr\u003e43\u003c\/li\u003e\n\u003cli\u003ePitfall 3: Candidate Is Overwhelmed Before the Experience Starts \u003cbr\u003e48\u003c\/li\u003e\n\u003cli\u003ePitfall 4: Candidate Makes Assumptions About the School and the Surrounding Community \u003cbr\u003e51\u003c\/li\u003e\n\u003cli\u003ePitfall 5: Candidate Does Not Feel a Sense of Belonging \u003cbr\u003e56\u003c\/li\u003e\n\u003cli\u003ePitfall 6: Candidate’\u003cbr\u003es Decisionmaking Is Unprofessional \u003cbr\u003e58\u003c\/li\u003e\n\u003cli\u003ePitfall 7: Candidate’\u003cbr\u003es Communication Is Unprofessional  \u003cbr\u003e61\u003c\/li\u003e\n\u003cli\u003e4. \u003cbr\u003eHelping Candidates Audit and Explore Their Professional Emotional Needs \u003cbr\u003e65\u003c\/li\u003e\n\u003cli\u003eIntroduction \u003cbr\u003e65\u003c\/li\u003e\n\u003cli\u003eWait, I’\u003cbr\u003em Not a Mental Health Counselor. \u003c\/li\u003e\n\u003cli\u003eI’\u003cbr\u003em Not Qualified to Unpack Emotions With My Candidate! \u003cbr\u003e65\u003c\/li\u003e\n\u003cli\u003eTeacher Candidates’\u003cbr\u003e Professional Emotional Needs \u003cbr\u003e66\u003c\/li\u003e\n\u003cli\u003eOkay, I’\u003cbr\u003em With You. So, How Do I Do That? \u003cbr\u003e67\u003c\/li\u003e\n\u003cli\u003eReally Though, How Important Is Unpacking Emotionality? It Feels Too Touchy- Feely \u003cbr\u003e71\u003c\/li\u003e\n\u003cli\u003eWhat Are You Talking About? I Need an Example! \u003cbr\u003e73\u003c\/li\u003e\n\u003cli\u003eWow, That Sounds Great, But I Don’\u003cbr\u003et Have Time for All That \u003cbr\u003e78\u003c\/li\u003e\n\u003cli\u003e5. \u003cbr\u003eTools for Observation \u003cbr\u003e82\u003c\/li\u003e\n\u003cli\u003eIntroduction \u003cbr\u003e82\u003c\/li\u003e\n\u003cli\u003eFrom the “\u003cbr\u003eTrip Sheet”\u003cbr\u003e’\u003cbr\u003e to the Framework: Paradigm Shifts in Field Instruction \u003cbr\u003e82\u003c\/li\u003e\n\u003cli\u003eGetting Started: The Pre-Observation Conference \u003cbr\u003e84\u003c\/li\u003e\n\u003cli\u003eSelecting an Observation Instrument \u003cbr\u003e85\u003c\/li\u003e\n\u003cli\u003e6. \u003cbr\u003ePost-Observation Debriefing Conference \u003cbr\u003e99\u003c\/li\u003e\n\u003cli\u003eIntroduction \u003cbr\u003e99\u003c\/li\u003e\n\u003cli\u003eWhat Do Candidates Learn From My Feedback? \u003cbr\u003e100\u003c\/li\u003e\n\u003cli\u003eOne-on-One Conferencing After Observing a Lesson \u003cbr\u003e104\u003c\/li\u003e\n\u003cli\u003eThe Protocol: A Living, Breathing, and Ever-Changing Document \u003cbr\u003e106\u003c\/li\u003e\n\u003cli\u003e7. \u003cbr\u003eAssessing Lesson Effectiveness \u003cbr\u003e119\u003c\/li\u003e\n\u003cli\u003eIntroduction \u003cbr\u003e119\u003c\/li\u003e\n\u003cli\u003eThe Problem With University-Based Evaluation Forms for Summative Evaluation \u003cbr\u003e120\u003c\/li\u003e\n\u003cli\u003eThe Problem With University-Based Evaluation Forms for Formative Evaluation \u003cbr\u003e122\u003c\/li\u003e\n\u003cli\u003eImprovement Plan Document \u003cbr\u003e124\u003c\/li\u003e\n\u003cli\u003eAdvice for Balancing Your Roles: Evaluative Gatekeeper and Instructor \u003cbr\u003e124\u003c\/li\u003e\n\u003cli\u003eAdvice for Communicating About the Value of University-Based Scores and Ratings \u003cbr\u003e127\u003c\/li\u003e\n\u003cli\u003e8. \u003cbr\u003eVideo-Based Debriefing Tools for Virtual and Face-to-Face Placements  \u003cbr\u003e128\u003c\/li\u003e\n\u003cli\u003eIntroduction \u003cbr\u003e128\u003c\/li\u003e\n\u003cli\u003eCandidates Can Complete Pre-Orientation Preparation Work Online \u003cbr\u003e128\u003c\/li\u003e\n\u003cli\u003eParallel Conferencing \u003cbr\u003e130\u003c\/li\u003e\n\u003cli\u003eOkay, I’\u003cbr\u003em Convinced. How Do I Do It? \u003cbr\u003e131\u003c\/li\u003e\n\u003cli\u003eHow to Conduct a Parallel Conference \u003cbr\u003e133\u003c\/li\u003e\n\u003cli\u003eRemote Field Instruction: Recorded Teaching Without Live Pupils \u003cbr\u003e136\u003c\/li\u003e\n\u003cli\u003eRemote Field Instruction: Recorded Teaching \u003cbr\u003e141\u003c\/li\u003e\n\u003cli\u003e9. \u003cbr\u003eVoices From the Field \u003cbr\u003e \u003cbr\u003e148\u003c\/li\u003e\n\u003cli\u003eIntroduction \u003cbr\u003e148\u003c\/li\u003e\n\u003cli\u003eWhen the Student Becomes the Teacher: A Less Than Ideal Clinical Educator \u003cbr\u003e149\u003c\/li\u003e\n\u003cli\u003eHow Did It Go? Great! Uh Oh, No It Did Not: Candidates Lack of Focus on Pupil Learning \u003cbr\u003e150\u003c\/li\u003e\n\u003cli\u003eA Lesson in Communication: Candidates’\u003cbr\u003e Use of Problematic Langauge \u003cbr\u003e151\u003c\/li\u003e\n\u003cli\u003eMentoring Mismatch: Navigating Ill-Paired Partnerships (CE\/TC Dyads) \u003cbr\u003e151\u003c\/li\u003e\n\u003cli\u003eWhen Supportive Accommodations Are Insufficient: Two Tales \u003cbr\u003e153\u003c\/li\u003e\n\u003cli\u003eNever Underestimate the Power of Belonging: Advocating for Candidates’\u003cbr\u003e Inclusion in the School Community \u003cbr\u003e155\u003c\/li\u003e\n\u003cli\u003eWhen Good Teaching Is Not Enough: Problematic Performance Assessments \u003cbr\u003e156\u003c\/li\u003e\n\u003cli\u003eCommunity Immersive Field Placements: Reeducation of Candidates \u003cbr\u003e157\u003c\/li\u003e\n\u003cli\u003e10. \u003cbr\u003eFinding Your Voice \u003cbr\u003e159\u003c\/li\u003e\n\u003cli\u003eIntroduction \u003cbr\u003e159\u003c\/li\u003e\n\u003cli\u003eDeveloping Inquiry as Stance \u003cbr\u003e160\u003c\/li\u003e\n\u003cli\u003eUnpacking My Personal Theories of Field Instruction \u003cbr\u003e162\u003c\/li\u003e\n\u003cli\u003eDeepening Your Understanding of Self Through Self-Study \u003cbr\u003e162\u003c\/li\u003e\n\u003cli\u003eGetting Started With Self-Study \u003cbr\u003e164\u003c\/li\u003e\n\u003cli\u003ePreparing for the Self-Study Journey \u003cbr\u003e164\u003c\/li\u003e\n\u003cli\u003eDefining Your Inquiry \u003cbr\u003e165\u003c\/li\u003e\n\u003cli\u003eIdentifying Critical Friends for Your Inquiry Journey \u003cbr\u003e165\u003c\/li\u003e\n\u003cli\u003eCollecting and Making Sense of Evidence During Your Self-Study: \u003c\/li\u003e\n\u003cli\u003eAssessing, Planning, Implementing, and Evaluating \u003cbr\u003e167\u003c\/li\u003e\n\u003cli\u003eWhy Is Developing Your Voice Through Self-Study Important? \u003cbr\u003e169\u003c\/li\u003e\n\u003cli\u003eReferences \u003cbr\u003e171\u003c\/li\u003e\n\u003cli\u003eIndex \u003cbr\u003e179\u003c\/li\u003e\n\u003cli\u003eAbout the Authors \u003cbr\u003e189\u003c\/li\u003e\n\u003c\/ul\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n","brand":"Teachers College Press","offers":[{"title":"Brand New","offer_id":52555592237336,"sku":"9780807764947","price":27.99,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/freshlyprintedbooks.co.uk\/products\/the-comprehensive-guide-to-working-with-student-teachers-tools-and-templates-to-support-reflective-professional-growth-paperback-softback-9780807764947","provider":"Freshly Printed Books","version":"1.0","type":"link"}