The document outlines Christopher Halbritter's student teaching presentation. It discusses developing an action plan for student placement with aims to effectively communicate with supervisors, use reflective practice, and understand expectations. The presentation also details maintaining a positive attitude, reflecting on lessons, and interacting with supervisors to improve teaching. Key aspects of reflection include daily discussions with the cooperating teacher, submitting weekly reports to the student teacher supervisor, and using tools like video recordings and writing to enhance reflection.

1. Supervision Presentation
Christopher Halbritter, Physical Education West Virginia University

2. Aim of Supervision Presentation
 Develop an action plan for student placement.
 Elaborate on how to effectively communicate with cooperating teacher and
university supervisor.
 Discuss effective reflective practice that may be used in my teaching.
 Expectations of student teaching placement

3. Plan of Action
 Plan units/lessons using experience and education developed by the teacher
candidate.
 Set targets/goals for self and student and strive to accomplish.
 Engage students in activities and effective distribute information to students
as planned.
 Maintain positive attitude and enthusiasm for teaching
 Reflect on lessons and interact with supervisors to improve teaching

4. The Student Teaching Tripod
Teacher Candidate
Student Teacher Coordinator

5. Interactions with Supervisors &
Cooperating Teacher
 Student candidate will speak with cooperating teaching on a daily basis for
15-20 minutes to in-depth reflect on the lesson taught that day in order to
develop more effective teachings.
 Student candidate will interact with university supervisor once or twice per
week for feedback and recommendations to their planning of lessons,
teaching, reflection, and any answer questions in the student candidate has.
 The student candidate will submit student teaching weekly report to student
teacher supervisor. As well the student candidate can use the student teacher
supervisor as source if they run into any problems in their teaching
placement.

6. helps us as we complete a task. It
is that process that allows us to reshape what we are working on, while we are
working on it.
in our design projects is provided
by final reflection papers, portions of design documents titled “lessons learned,”
and also any time (written or otherwise) in which you evaluate your own process
Schön (1983)

7. Tools of Reflection
 Post teaching reflection
 Suggestions/feedback
 Digital Photography
 Video Taping
 Reflective writing
 Action Research

8. Video Taping Assessment/Reflection
Video taping of a lesson will occur three times over the course of student
teaching to ensure the following are being done:
 Organization and behavior management (weeks 1 & 2) including reduced
waiting time and off-task behavior of students
 Teaching strategies (weeks 3 & 4) approach taken by student teacher to
engage students and accomplish goals.
 Implement of assessment (weeks 5 & 6) including the use of testing and
assessing of student performance.

9. Post-Teaching Reflective Analysis &
Writing
Including reflection-on-action, the student candidate will reflect on lessons
following each teaching. This process will consist of:
 Self-Reflecting on lessons including critical incidents with in placement.
 Speaking with cooperating teacher in-depth on daily basis
 Teaching the same lesson multiple times to improve effectiveness.
 Type up and submit on form for university supervisor
 Build relationships within the school and get other’s perspectives.

10. Outcomes of Student Teaching
Placement
As a student teacher candidate these are the thing I expect to accomplish:
 Move from beginner to mastery within the context of my student placement
 Become effective with collaborating with other.
 Develop effective teaching strategies and reflective strategies to increase
teaching success.
 Increase my ability to engage students in educational and health benefiting
actives.
 Improve student’s decision making process.