“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.” Carl Jung
The University of Redlands provides a multi-faceted Teacher Education Program. A specific description of the program can be found in the University of Redlands catalog available from the School of Education. Admission to the program is granted by the faculty of the School of Education. After successful completion of the required course work and program requirements, students advance to student teaching.
The regulations and requirements of our teacher education program are approved by the California Commission on Teacher Credentialing (CCTC).
The first step in the student teaching program is orientation to the school. Your university supervisor and master teacher will help you transition into student teaching. For additional information refer to the Student Teaching Handbook
Please speak to your advisor if you have any questions.
A. Look for evidence of growth and interests of your students. Students need strategies and techniques designed to help them solve problems; effective teachers provide that guidance. Teaching involves more than simply “telling.”
B. Attempt to earn the respect of your students without being a “pal.”
C. Allow yourself to “over-prepare” until you learn how much preparation time each phase of teaching requires.
D. Be prudent in matters of discipline. Maintain your poise with students and avoid threatening them; do not try to “bluff.”
E. Teachers are not expected to be able to answer all of the questions asked by students. If questioned about something unfamiliar to you, indicate that you do not know the answer and refer the student to sources of information. Familiarize yourself with referral sources.
F. Do not hesitate to ask your master teacher or university supervisor for help in determining objectives, planning appropriate activities, and finding instructional materials.
G. As a source of teaching strategies for differentiating instruction, review notes from specific university courses, the texts used, and the bibliographies supplied.
The following is a model of a typical schedule for a semester-long or 14 week student teaching experience. This model is representative of the type of progression that occurs from week one through week fourteen.
Week 1 - Observation. Activities include: observing, getting acquainted with students, staff, building facilities and building/district policies. Assisting the master teacher, responding to papers, helping students, create a bulletin board, take roll, read a story. Visit other classrooms if possible.
Work with master teacher to develop a Student Teaching Plan for progression of student teaching responsibilities.
Week 2 - Introduction to Teaching. Student Teacher assumes partial responsibility for portions of instruction (e.g., opening teacher activities, spelling). Added responsibilities continue throughout the semester. The master teacher is present to give teacher candidate support and feedback. Possible observations in other classrooms.
The initial 3-way meeting between the Master Teacher, Student Teacher, and University Supervisor should be scheduled within the first 7 days of the assignment. At this meeting, the Student Teaching Plan is reviewed and expectations and responsibilities are discussed.
Weeks 3-6 - Part-time Teaching*. Student Teacher begins team teaching with the Master Teacher and creates lesson plans for lessons taught. Student Teacher gradually assumes responsibility for additional content areas. Master Teacher continues to supervise and model.
The Student Teacher, Master Teacher, and University Supervisor should begin preparations for first progress-check evaluation.
Weeks 7-11 - Increased Teaching*. Student Teacher assumes the planning and Master Teacher responsibilities for a significant portion of the school day. Master Teacher should continue to supervise and model for Student Teacher. Student Teachers may spend some time observing the room and in other classes and grade levels.
A 3-way meeting should be held during the 7th week to discuss the final 7th week evaluation. At the 7th week and at 10 ½ week progress-check, Student Teacher should be provided with specific feedback and recommendations for continued improvement and teaching success. Student Teacher should self-evaluate and identify current strengths and areas for future growth.
Weeks 12-13 - Complete Teaching Responsibility*. Student Teacher should assume full responsibility
for planning and teaching for the entire day.
Master Teacher should be in and out of the class periodically.
Week 14 - Phase-Out. To ensure a smooth transition, Master Teacher reassumes primary teaching responsibilities for the class. Student Teacher spends some time observing in other grade levels present in school.
The final 3-way meeting will usually be scheduled during this week. Master Teacher and University Supervisor will present letters of recommendation. Student Teacher Self-Evaluation form, Master Teacher and University Supervisor
Evaluation form will be completed.
* NOTE: Student Teacher should not be left alone for several hours.
The Master Teacher should drop in and out of the room periodically even when the Student Teacher has full teaching responsibility.