This document discusses the roles and responsibilities of those involved in the student teaching triad, including the cooperating teacher, university supervisor, and teacher candidate. It emphasizes the importance of reflection for teacher candidates to improve their craft. A common reflection model called ALACT is described, which involves looking back on an action through various reflective practices in order to identify alternatives and apply new knowledge. Finally, the document defines supervision as a systematic feedback process aimed at developing instructional effectiveness, and discusses the clinical supervision model and alternatives for the supervision process.

1. SUPERVISION &
REFLECTION
Dylan Rowzee

2. ROLES (STUDENT TEACHING TRIAD)
Cooperative Teacher
- Presenting: Modeling of rules, authority figure, etc.
- Interactions: observes TC, questions, gives feedback, etc.
University Supervisor
- Ensure the use of approved curriculum models
- • Ensure you follow student teaching policies
- • Act as mediator between TC and CT
- • Ensure CT is doing their job
- • Observe and grade performance
Teacher Candidate
- Plans and implements lessons.
- Reflects on the lessons/practices
- Shows professionalism in all aspects of everyday school life.
- Takes responsibility for themselves and their own learning.

3. WHY REFLECT?
Reflection is a vital piece to becoming a better teacher, but how should you go
about it? Here are some questions to get you started.
What are you doing ,Why are you doing it, How effective is it, How are the
students responding, How can you do it better?
The goal of reflection is to increase your professional development and to make
you think how can I do this differently next time to make the lesson even better.
The more you reflect, the better your craft becomes, experience is a key
component to becoming an even better instructor.

4. ALACT ( REFLECTION MODEL)
- Action
- Look Back- Using what?
Post-Teaching Reflective Analysis, Journal Writing, Video Taping
(Critical Element analysis), Reflective Writing, Action Research,
Professional Portfolio.
- Awareness- Of What?
Student(s) Learning, Subject Matter, Teacher Strategies, and Social,
Cultural, Moral, political aspects of learning.
- Create Alternatives
- Knowledge for practice
- Knowledge of practice
- Trial

5. SUPERVISION
A specialized form of feedback given to a practicing teacher that
is systematic and intentional with the purpose of developing,
improving, and maintaining instructional effectiveness (Metzler,
1990; R. L. Wiegand, personal communication, January 20, 2010)

6. SUPERVISION MODEL
Clinical Supervision model
- Teacher Candidate teaches the lesson, data is collected on the teacher and
students, then there is a post-teaching conference.
Capel Model
-• TC’s observe CTs (i.e., rules, routines, authority)
• TC and CT collaboratively plan and teach
• TC teaches independently to learn own ‘style’
• CTs develop a focus on feedback on BOTH teaching skills and the ability of the TC
to reflect
Alternatives Models
- Self-Assessment Model
- Collaborative Models

7. Any Questions?