2)+Reflection

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**Supervision of Student Teachers Course Reflection**
=I) Pieces of the Plan= The time line created was a very rough draft. A more definitive time line would be created based on the specific needs/certification requirements of the student teacher, the timing of the student teaching experience, the specific needs/demands of the classes the student teacher must teach and finally calendar issues. The time line and the actual student teaching experience will require a healthy indoctrination period, plenty of communication as well as implementation of all the pieces of this student teaching plan. The graphic organizer could be used as a springboard to prompt the discussion between the cooperating and student teacher in regards to expectations, roles and responsibilities. This list could also be used as a starting point with some reasonable examples of differentiation. The list is by no means exhaustive. Certainly, the specific students that are registered for the classes that the student teacher will be teaching would be discussed as well. This is a very important piece of framework which the student teacher must scaffold from. It is critical that the school's curriculum which is based on WMAS be taught. The template serves to document that the standards and benchmarks will be addressed and met by the student teacher, but allows flexibility in how the student teacher goes about meeting them. This checklist is primarily for the cooperating teacher (me) to ensure that the needs of the student teacher are met in terms of the necessary tools and items necessary to carry out each day's lessons and that the student teacher is working towards mastery of the ten teaching standards. I will definitely share this checklist with the student teacher for the sake of communication as well as to include any omissions. Once again a graphic organizer that can be used as a springboard to prompt discussion between the cooperating and student teacher to encourage open channels of communication. Ultimately I am responsible for the classroom and while I do not consider myself to be a control freak, there are certain policies and procedures that I feel must be enforced by the student teacher. The list that has been created will allow me to communicate those policies that the student teacher must follow vs those which he/she is at liberty to create. This document will serve both the student teacher and me as a guide for preparing for the triad conference. As always, significant communication would need to occur between the University supervisor, student teacher and cooperating teacher. I feel that the relationship between the cooperating teacher and student teacher is one in which both learn from one another. I look forward to learning new ideas and ways to do things from a student teacher. I welcomed the opportunity to ponder the issue of learning community relationships. It is the area that I am in most need of improvement. I am very interested in input from a student teacher on how to improve these relationships.
 * Standard 1: Teacher Time Line**
 * Standard 2: Identification of Student Teacher vs Cooperating Teacher's roles**
 * Standard 3: List of suggestions for adapting instruction for diverse learners**
 * Standard 4: Create a system for how to mentor on the process of incorporating the WMAS into the classroom.**
 * Standard 5: Checklist for integrating the student teacher into my classroom**
 * Standard 6: Develop a model of 3-way communication**
 * Standard 7: List of essential policies and procedures**
 * Standard 8: Triad Conferencing Techniques**
 * Standard 9: Strategy of two way learning**
 * Standard 10: Graphic Organizer of how you foster and maintain relationships that are pertinent to your learning community**

=**II) The plan**=
 * Share this wiki with the student teacher
 * Go through the time line with the student teacher and determine what is realistic/reasonable based on their schedule/needs vs the curricular and classroom management requirements
 * Go through each of the activities above and discuss
 * Show the student teacher the WMAS template and discuss with them using the template as they develop curriculum and lessons
 * Address all of my comments in the reflection above
 * Use this wiki for the student teacher and myself to post one blog each day. Some days the student teacher would reply to my post on others vice verse. I see the bulk of the communication between myself and the student teacher being in person, but the blog would serve as a permanent document as to the highlights of each day of the experience. The blog entries would be focused on the positive or challenges of the day and not on problems or errors. Student names will not be used in the blog.