Academic Programs - Social Studies Education
Student Teaching: FAQ
THE UNDERGRADUATE PROGRAMS…
What have student teachers experienced in the program prior to student teaching?
The secondary social studies teacher education program consists of social science and history content coursework leading to initial certification in history, geography, economics, and political science. Prior to application to the program, candidates complete professional education coursework in educational psychology and educational foundations.
To be considered as a candidate for admission to the program, students also take ESOC 2450, Initial Field Experience and Introduction to Social Studies Education. This class combines a 2 hour per week seminar with a 60 hour field experience. The class also features a focus on rationale-based practice-a theme that carries through the rest of the program, culminating in the E-portfolio Assignment completed at the end of the student teaching semester. See Rationale Assignment under the “Portfolio” tab of this website.
At the conclusion of ESOC 2450, interested students make application to the program’s secondary teacher education program. As a “high demand” major, the secondary social studies program is competitive, with the number of applicants exceeding the spaces available in the program. The program offers a single round of admissions each academic (in December) and admits 25 B.S.Ed. students.
Those admitted to the program complete a two-semester professional sequence of courses. The first semester includes ESOC 4350 (Curriculum), 4360 (Methods), and 4450L (Practicum)-a nine credit hour block of courses, including another 60 hour field experience and continued attention to rationale-based practice.
The student teaching semester consists of ESOC 5460 (Student Teaching) and 5560 (Student Teaching Seminar)-a coordinated 18 credit hour pairing of field- and university-based work. The culminating assignment of this semester is the E-portfolio assignment. The E-portfolio gives students an opportunity to discuss their rationales for teaching social studies, and how these rationales are reflected in what they know and can do as beginning social studies teachers. The Eportfolio is structured by the Program standards featured in the Social Studies Education Preservice Framework for Accomplished Teaching (see http://www.coe.uga.edu/esse/academic-programs/social-studies-education/s3ite/
student-teaching-program-information/social-studies-education-teacher-education-core-themes/).
THE GRADUATE PROGRAM…
Students in our graduate program leading to initial certification, the MAT program, are admitted through a competitive application process through the Graduate School. Prior to student teaching, MAT students have completed social science and history coursework required for social studies endorsement. The also have completed education coursework in foundations, special education, and ESOC 6350 (Curriculum), 6360 (Methods), and 4450L (Practicum).
The student teaching semester consists of ESOC 7460 (Student Teaching) and 7560 (Student Teaching Seminar)-a coordinated 18 credit hour pairing of field- and university-based work. The culminating assignment of this semester is the E-portfolio assignment. The E-portfolio gives students an opportunity to represent their rationales for teaching social studies, and how these rationales are reflected in what they know and can do as beginning social studies teachers. The Eportfolio is structured by the Program standards featured in the Social Studies Education Preservice Framework for Accomplished Teaching (see http://www.coe.uga.edu/esse/academic-programs/social-studies-education/s3ite/
student-teaching-program-information/social-studies-education-teacher-education-core-themes/).
HOW STUDENT TEACHING WORKS…
When are student teachers in schools?
The student teaching field experience is approximately 12 weeks. The official start date of student teaching corresponds to the date classes start according to the Fall and Spring Semester calendars for UGA. Student teachers and cooperating teachers are encouraged to discuss opportunities for student teachers to spend time in schools during pre-planning, start-of-school year, and earlier classroom activities. The end date of student teaching is usually three to four weeks prior to the last day of classes as established by the UGA academic calendar. Check http://www.coe.uga.edu/esse/academic-programs/social-studies-education/s3ite/student-teaching-program-information/schedule/for a schedule of important dates.
Are student teachers ever excused from school responsibilities?
During the student teaching semester, student teachers complete a two-part peer collaboration assignment. This assignment excuses student teachers from their school responsibilities for one 1/2 day during the semester to visit a program peer to spend time in that peer’s school sits and to conduct a collaborative conference. Once during the semester, student teachers will also be visited by another student teacher. When student teachers are visited by their peers, they will not be excused from their school site. This assignment represents the only program-mandated excuse from their school responsibilities.
Whose school calendar do student teachers follow?
Except for start and end dates, student teachers are expected to follow the host school district’s calendar, not UGA’s. The school’s calendar establishes dates for breaks, holidays, professional development days, etc. Student teachers are to contact their cooperating teachers and university field instructors and notify them of any unplanned absences or late arrivals (e.g. for illness, transportation problems, emergencies).
How are student teachers evaluated by their cooperating teachers?
In addition to ongoing assessment that takes place during the normal course of mentoring, cooperating teachers are expected to complete the Student Teacher Evaluation Form twice-once at midpoint of the 12 week field experience, and again at the end of the field experience. Copies of the Student Teacher Evaluation Forms are available as as pdf. files at http://www.coe.uga.edu/esse/academic-programs/social-studies-education/s3ite/student-teaching-program-information/student-teacher-evaluation-form/.
These evaluation forms should be discussed with the student teacher and field instructor at both mid-point and end-of-term. It is important we have the final evaluation form on record to account for the progress of student teachers during these 12 weeks. The final evaluation form is completed and submitted electronically, although we do accept paper evaluations in hard copy form. For a semester schedule see, see http://www.coe.uga.edu/esse/academic-programs/social-studies-education/s3ite/student-teaching-program-information/schedule/
The student teaching experience is graded pass/no-pass. The Program is ultimately responsible for the final decision about passing student teachers. However, we view this decision as a collaborative decision made by the cooperating teacher and field instructor, with considerable involvement of the student teacher.
What happens if student teachers are at risk of not passing student teaching?
Obviously, this is a very important decision. Should concerns arise about a student teacher at risk of not passing, these concerns should be shared immediately with, and known by all– field instructor, cooperating teacher, and student teacher. Early, open, and clear communication is the key. In such cases, student teachers are often provided an action plan, a document that features the particular concerns, written expectations regarding improvement, and time to meet these expectations. At its best, evaluation is an educative process. Student teachers deserve due process in such decisions.
What are the teaching load expectations for student teachers?
There are various models of assigning teaching responsibilities to student teachers. Some advocate “sink or swim” approaches that give the student teacher responsibility for the full teaching load of a cooperating teacher. Others prefer a “bell curve” model featuring slow and gradual assumption of responsibilities to some period of full load teaching followed by gradual reduction. A third option is an “escalator” model that asks student teachers to start with few responsibilities and gradually increase responsibilities toward the end of the 12 weeks with something approaching a full load. Each of these models has advantages and disadvantages.
Our Program asks a lot of student teachers. Given these expectations and drawing from the experiences of past student teachers, the following guidelines should guide the initial assignment of teaching responsibilities-
At the start of the semester, all student teachers should be given a teaching load constituting no more than 50% of the cooperating teacher’s instructional assignment.
Given the shortened period of time spent in the schools, we recommend that student teachers assume primary instructional responsibility early in the semester, if not from the first day.
As the semester proceeds, decisions about increasing teaching load should take into account two general rules. First, the more responsibilities student teachers can competently take on, the better the experience. Second, student teaching should have time built in for reflection. The lack of experience student teachers bring to the semester and the additional course and program requirements call for careful attention to finding a productive balance between practice and reflection. Student teaching is not something to merely survive, but a time of initial professional development when student teachers gain valuable experience in the classroom and have time to learn from that experience.
Of course, we realize every placement is different, and cooperating teachers may have needs and interests that require arrangements that depart from Program guidelines. The field instructor can be helpful in discussions about teaching load, and will bring the question up for discussion at the start of the semester.
What other responsibilities do student teachers have during the student teaching field experience?
The first and foremost responsibility is their teaching in social studies classrooms. The Student Teaching Seminar (see Course-ESOC 5560/7560) places additional demands on student teachers. As well, student teachers are collecting artifacts and organizing their thinking about the portfolio assignment (see portfolios) while they are in schools. They also work with their peers in peer collaborations and in Field Instructor Breakout sessions roughly every other week during the semester.
Altogether, student teachers often find the student teaching semester one of the most challenging academic and occupational experiences of their lives. We believe the experience should be challenging, just as the work of teaching social studies is challenging. The program is committed to applying increasingly high standards for those who complete our program. At the same time, we are committed to supporting student teachers in successfully navigating the challenges of the semester.
UNIVERSITY FIELD INSTRUCTORS
Who is the primary university contact for cooperating teachers?
The program assigns field instructors (often referred to in other programs as “university supervisors”) to work with small groups of student teachers and their cooperating teachers. The field instructor is the main liaison between the school and the university. Cooperating teachers should feel free to contact field instructors about concerns at any point during the semester. They can expect a timely and helpful response with every attempt at communication with field instructors. If field instructors do not provide appropriate assistance, cooperating teachers are encouraged to contact Todd Dinkelman, Program Coordinator, see Contact Information.
Field instruction is a great strength of this Program. Field instructors take their work very seriously. Their role is not to merely “check-in” on student teachers, but to provide careful, responsible, and productive support to both cooperating and student teachers.
How often are student teachers observed by university field instructors?
Student teachers participate in four school site field visits during the semester with their assigned university field instructor. The first of these visits, ideally completed in the first week, consists of an orientation conference in which the field instructor, student teacher, and cooperating teacher discuss expectations for the experience. The next three visits are formal “observation” visits. Seehttp://www.coe.uga.edu/esse/academic-programs/social-studies-education/s3ite/student-teaching-program-information/schedule/ for a timeline of these observation visits.
How are observation visit dates and times scheduled?
Observation visits are arranged via communication among student teacher, field instructor, and cooperating teacher. Keeping in mind the observation deadlines, all three should work together to arrange productive observation dates and times. Again, early and clear communication is extremely important. Student teachers should check their email accounts daily.
What should student teachers have field instructors observe?
The answer depends on various considerations. We stress that field instruction is more about development and reflection than evaluation. Student teachers are encouraged to have field instructors observe “risky” teaching to gain additional perspective on the challenge of powerful social studies teaching. Another good reason to schedule visits is to examine instructional practice that involves targeted competencies (such as classroom management, leading discussions, small group work, etc.). At a minimum, field instructors are interested in seeing the student teacher’s own instructional and curricular decision-making at some point during the semester.
What happens during a typical observation?
Observations consist of three components, all of which are intended to foster student teachers’ reflection on their practice.
The Pre-Observation Conference, roughly 20 minutes, is conducted immediately before the observed teaching. This conference is structured by the Pre-Observation Form (see Pre-Observation Form under this menu heading). This form should be fully and thoughtfully completed and ready for the field instructor upon arrival. Next is the Observation, usually a full class period, during which the field instructor sits back and takes notes. The student teacher should introduce the field instructor to members of the class. Finally, the Post-Observation Conference, 45-60 minutes, is best conducted immediately after the observation. This meeting gives substantial attention to the student teacher’s reflection on the lesson, and is not intended as a one-way report from field instructor to student teacher.
What is the cooperating teacher’s role during observation visits?
The cooperating teacher is invited to participate in any and all parts of the visit. In the best cases, the cooperating teacher, field instructor, and student teacher work together in advancing the student teacher’s development as a new social studies teacher. Often times, teaching responsibilities make it difficult for the cooperating teacher to attend all conferences. For example, another class might conflict with the post-observation conference. Whatever the level of cooperating teacher participation in conferences, field instructors will make an effort to “check in” with the cooperating teacher at least once during every school visit.
What sort of follow-up is there for observations?
Field instructors prepare a comprehensive report of each observation using the Observation Report Form within one week of the observation date. Often times, field instructors will solicit the contributions of both the student and cooperating teacher in an effort to make these reports more dialogical. These are forwarded to the student teacher, cooperating teacher, seminar instructor, and program coordinator.
What vision of powerful social studies do field instructors have in mind as they work with student teachers?
In general, field instructors try to be responsive to the particular developmental needs of their assigned student teachers, and to the unique settings in which they student teach.
That noted, field instructors are asked to consider a common vision about powerful social studies teaching and learning, and much of their work is directed in support of this vision. A simple statement of this vision is that field instructors work to help student teachers develop instructional practices that encourage “active student engagement in worthwhile learning.” A more elaborated statement of this vision of powerful practice is found under the “Mentoring” menu, at the link titled “Vision of Powerful Social Studies.” A major emphasis in this program, given its commitment to “rationale-based” practice, is to help social studies educators think more deeply about the meaning of this vision of powerful social studies, given the diverse school contexts in which social studies takes place.
For more elaboration of the intellectual foundations of the Secondary Social Studies Teacher Education Program, see “Social Studies Education Teacher Education Core Themes.”
