The Multifaceted Role of the Student Teacher Supervisor: A Comprehensive Guide

The student teaching experience is a crucial component of teacher education, serving as a bridge between theoretical knowledge and practical application. A pivotal figure in this process is the student teacher supervisor, who acts as a mentor, evaluator, and liaison. This article delves into the responsibilities of student teacher supervisors, exploring their multifaceted role in shaping future educators.

Establishing and Maintaining Positive Relationships

A primary responsibility of the student teacher supervisor is to establish and maintain positive relationships between all stakeholders involved in the student teaching experience. This includes the cooperating teacher(s), the school, the university, and the teacher education programs. Building rapport and fostering open communication channels are essential for creating a supportive and collaborative environment.

Clarifying Expectations

Supervisors play a vital role in ensuring that everyone involved understands the expectations of the student teaching experience. They help student teachers, cooperating teachers, and other school personnel navigate the program's requirements and guidelines. This clarity minimizes confusion and sets the stage for a productive and successful placement. University supervisors should have met face to face or on Zoom for at least 30 minutes with all cooperating teachers to orient them to expectations for student teachers, as outlined in the handbook. Student teachers may participate in the orientation at the invitation of the supervisor or cooperating teacher.

Facilitating Skill Implementation

Supervisors facilitate the teacher candidate's implementation of skills and strategies needed to begin his/her participation in the classroom.

Regular Observation and Feedback

Regularly scheduled observation visits are a cornerstone of the supervisor's role. These visits provide opportunities to assess the student teacher's progress, identify areas for improvement, and offer constructive feedback. University supervisors must observe a teacher candidate at least four times in the student teaching period; however, University supervisors will visit more frequently if necessary. After each observation, the University supervisor will confer with the teacher candidate and give a written report of the observation to the teacher candidate, the cooperating teacher and submit to the program office. Communicate with the cooperating teacher about the teacher candidate’s progress at each observation. Typically, meetings to discuss an observation will occur immediately after the observed lesson. Cooperating teachers are always invited to observe lessons that university supervisors observe, but they are not required to do so. Elementary, middle school, special education, and secondary supervisors observe student teachers four times over the 15 week student teaching experience. Early childhood supervisors do the same in the context of each placement, for a total of 4 observations ( 2 for each placement) over 15 weeks.

Promoting Professional Growth

Assisting in the professional growth and development of the teacher candidate's knowledge, skills, and dispositions is a core function of the supervisor. This involves providing guidance, resources, and opportunities for reflection and self-assessment.

Candid Communication

Honest and transparent communication is paramount. Supervisors must be candid with both the teacher candidate and the cooperating teacher about the candidate's progress, providing both positive reinforcement and constructive criticism.

Problem-Solving Support

Supervisors serve as a resource for addressing challenges that may arise during the student teaching experience. They assist both the cooperating teacher and the teacher candidate in dealing with problems, offering strategies and support to navigate difficult situations.

Formal Conferences

At least twice during the student teaching period (at midpoint and at the end) the University supervisor conducts a three-way formal conference, including the cooperating teacher, the teacher candidate, and the University supervisor. The midpoint conference should include a discussion of what the teacher candidate has done up to that point (nature of experiences), strengths that have been demonstrated, and areas on which the teacher candidate needs to focus for the remainder of the experience. For the latter, a written action plan will be devised that specifies the agreements reached and the directions to be taken. It is critical that the University supervisor is open and honest about the candidate’s performance.

Evaluation and Assessment

The supervisor plays a key role in evaluating the student teacher's performance. During the final conference, the University supervisor and the cooperating teacher should jointly arrive at a final grade of satisfactory or unsatisfactory for the student teaching course. The student teaching evaluation form with additional items as defined by the program will be discussed in the conference. A copy of the form will be given to the program office and the teacher candidate for their portfolio. A teacher candidate may not be recommended for licensure without satisfactory completion of student teaching. University supervisors complete a summative evaluation for individual student teachers at the end of student teaching using the Modified Danielson Framework for Teaching rubric located on Tk20. University supervisors also complete an end-of-semester evaluation of professional dispositions. University supervisors must communicate with student teachers in regard to the Modified Danielson and Disposition before submitting them on Tk20. Final course grades are based on observations, conferences, or other communications with the student teacher and cooperating teacher, completion and quality of the assignments required for the seminar, and other items listed in the course syllabus, including attendance at the seminar and participation in school and professional activities.

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Acting as a Liaison

Supervisors serve as liaisons between the college/university and the field, connecting theory and practice. They offer experienced and objective perspectives on overall classroom effectiveness.

Additional Responsibilities and Considerations

Beyond these core duties, supervisors may also be involved in:

Seminar Facilitation: Some supervisors lead small seminars for student teachers, providing additional support and guidance. The CBU School of Education prepares teacher leaders - individuals of high moral character and ethical behavior who are equipped with the knowledge and skills needed to create lifelong learners throughout the world. Our Student Teacher Supervisors provide weekly observation and mentoring to our candidates over the 16 - week student teacher placement. In addition, supervisors attend seminars for candidates and facilitate a weekly professional learning community.
Communication: Over the duration of the student teaching experience, supervisors should check in with cooperating teachers after each observation or at mutually convenient times using Zoom. The purpose of these check-ins is to obtain direct and timely feedback on the development and performance of the student teacher.
Alignment with Standards: Supervisors ensure that the teacher candidate's program aligns with relevant standards and competencies.
Addressing Problems: If problems arise, more visits may be necessary.
MEES Calibration: complete Missouri Educator Evaluation System (MEES) calibration training once per academic year.
Grading: align Teacher Candidate's final grades with formative and summative MEES scores. Teacher Candidate final grades to the instructor of record. See Grading for Teacher Candidates.

The Importance of the Supervisor Role

The student teacher supervisor plays a vital role in shaping the next generation of educators. Their guidance, support, and evaluation are essential for ensuring that student teachers are well-prepared to enter the classroom and make a positive impact on their students. University Supervisors serve as essential facilitators within the student teaching triad, acting as the primary link between the University and our partner schools. Their involvement ensures the quality, consistency, and integrity of our teacher education program. More than just coordinators, University Supervisors are dedicated mentors and advocates for the teaching profession. They provide personalized support, valuable feedback, and professional insight to help student teachers thrive in real-world classroom settings.

Qualities of an Effective Supervisor

An effective student teacher supervisor possesses a unique blend of skills and qualities, including:

Experience: A strong background in teaching and education.
Communication: Excellent communication and interpersonal skills.
Mentorship: The ability to mentor and guide student teachers.
Objectivity: The capacity to provide fair and unbiased evaluations.
Problem-Solving: Strong problem-solving and conflict-resolution skills.
Knowledge: Familiarity with current educational trends and best practices.
Dedication: A genuine commitment to supporting teacher education.

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