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Procedures for Student Teaching Evaluation


In your student teaching placements, you will develop the strongest evidence to support our recommendation to the State of Maine for certification and your readiness to begin teaching. Examination of your mounting collection of evidence will help you and the MAT faculty to assess your progress toward reaching those proficiencies. To that end, you will have an informal review at the end of the summer and a formal review at the end of the fall semester to determine your readiness to begin student teaching. These periodic checks along the way give you important feedback and ensure your success.

Once you finish student teaching, the Director of Art Ed Outreach will confer with your mentor teacher, faculty evaluations, and mentor teacher evaluations to determine where the Maine Teacher Candidate Proficiencies have been met. The steps below will help you to stay on track during your student teaching placement.

Step 1: Planning (Goal Setting Essay)
Before each student teaching experience, write a one-page essay explaining what teaching skills you will bring to this placement (check for prior knowledge) and what skills you hope to learn (set goals or write objectives).

Step 2: Weekly Summaries 
Weekly, record observations about your experiences in your class platform including descriptions of significant events and teaching episodes, reflections concerning professional growth, teaching questions and concerns, and notes used to plan the lessons you will be teaching. Observations, questions, and concerns will form the basis for further action research in your Professional Practice Seminar course

Step 3: Critical Friend Group
Teacher candidates will work together as a cohort to reflect on the challenges and successes of their placements.  Facilitated by their site supervisor, a critical friends protocol will be utilized for bi-weekly discussions that will address a variety of classroom issues.

Step 4: Mentor and Faculty Supervision Debriefs
Upon completion of formal and informal observations, mentors and faculty supervisors will take time to debrief with the teacher candidate mentee about their performance.  Targeted areas of growth will be identified and reported on.




Handbook
  1. Mission & Purpose
  2. Conceptual Framework
  3. Collective Inquiry
  4. Standards & Outcomes
  5. MAT Program Outcomes
  6. Maine Proficiencies
  7. Program Courses
    MECA&D MAT Sequence of Courses
  8. Satisfactory Academic Progress
  9. Field Experiences Prior to Student Teaching
  10. Procedures for e-Portfolios
  11. Collecting Work Samples
  12. The Student Teaching Experience
  13. Distance Placements
  14. Responsibilities of the Teacher Candidate
  15. Responsibilities of the Mentor Teacher
  16. Responsibilities of the Faculty Supervisor
  17. Demonstration of Professional Accomplishment
  18. Procedures for Student Teaching Evaluation
  19. Appendices
  20. Appendix A
  21. Appendix B
  22. Appendix C
  23. Appendix D
  24. Appendix E
  25. Appendix F
  26. Appendix G
  27. Appendix H
  28. Appendix I
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