As clinical faculty, you are the primary link between the school partner and Plymouth State University during the clinical experience. You have been selected because of your recognized work in the teaching profession. As such, you will function as a mentor to your student teacher and will provide regular positive feedback, constructive review and meaningful suggestions to improve his/her teaching. Your active involvement is critical to a successful clinical experience. Previous reports have indicated the following checklist is helpful. In addition, we invite your suggestions and comments for future revisions of this document.
- Please read the Teacher Certification Handbook to familiarize yourself with our program.
- Review the student teacher’s resume and professional statement.
- Your preliminary visit should be introductory in nature.
- Check in at the main office and meet the school secretary (please, don’t forget to wear your University clinical faculty name badge). You must arrange to meet with the principal and/or assistant principal on your first visit. Meet with the student teacher and the cooperating teacher to review the student teaching
requirements. Departments may also have specific handbooks to follow. - Ensure that the student teacher has a grade and lesson plan book and is familiar with the school’s assessment procedures.
- The student teacher should develop a lesson plan for each class/subject taught, when observed, as well as a minimum of one unit plan. All plans should be developed by the student teacher, not “borrowed” from the cooperating teacher. However, the cooperating teacher should be strongly encouraged to review and approve plans prior to teaching. Lesson plans should be detailed at the beginning of the practicum, then, with the approval of the clinical faculty and cooperating teacher, may gradually become more concise and abbreviated using a teacher plan book. Lesson and unit plans will be directly connected to the school’s curriculum. Student teachers are expected to keep a portfolio of evidential materials used during the student teaching experience.
- Ensure that the student teacher has any relevant curriculum guides used by the district.
- Collect the student teacher’s schedule and set a tentative schedule for observation visits.
- Maintain ongoing communication with the cooperating teacher. It is important to identify a potential problem early so the student teacher has an opportunity to correct the
situation. If the student is encountering problems, a focus plan should be developed and signed by the appropriate parties.
