ÐÓ°É´«Ã½

Through teacher residency assignments, teacher candidates will:

Engage in effective long range and daily planning that

• specifies learner outcomes in clear, concise objectives,
• includes activities that develop the objectives,
• identifies and plans for individual differences,
• identifies materials, other than standard classroom materials, as needed for the lesson,
• states method(s) of evaluation to measure learner outcomes and
• assists in Individualized Education Program, Individualized Transition Plans and/or Individual Family Service Plan development (for special education teachers only).

Maintain an environment conducive to learning that

• organizes space, materials and/or equipment to facilitate learning and
• promotes a positive learning climate.

Maximize the amount of time available for instruction by

• managing routines and transitions in a timely manner and
• managing and/or adjusting allotted time for activities planned.

Manage learner behavior to provide productive learning opportunities by

• establishing expectations for learner behavior and
• using monitoring techniques to facilitate learning.

Deliver instruction effectively by

• using technique(s) which develop(s) lesson objective(s),
• sequencing lessons to promote learning,
• using available teaching materials to achieve lesson objective(s),
• adjusting lessons, when appropriate, using reflection on practice and
• integrating technology into instruction.

Present appropriate content that is

• at a developmentally appropriate level,
• accurate subject matter,
• related to examples, unexpected situations or current events and
• responsive to student questions and/or directing students to additional resources.

Provide opportunities for student involvement in the learning process by

• accommodating for individual differences,
• demonstrating an ability to communicate effectively with students,
• stimulating and encouraging higher order thinking at the appropriate developmental levels,
• encouraging student participation and
• using appropriate questioning techniques.

Assess student progress effectively by

• consistently monitoring ongoing performance of students,
• using appropriate and effective assessment technique(s),
• providing timely feedback to students regarding their progress and
• producing evidence of student academic growth under his/her instruction.

Plan for professional self-development by

• • applying ethical and legal concepts,
  • working productively,
  • meeting school and university expectations,
  • seeking professional improvement and
  • working cooperatively with teachers, administrators, parents and other school personnel.

Create partnerships with parents/caregivers and colleagues by

• providing clear and timely information to parents/caregivers and colleagues regarding classroom expectations, student progress and ways they can assist learning;
• encouraging parents/caregivers to become active partners in their children’s education and to become involved in school and classroom; and
• seeking community involvement in instructional program.

To apply for student teaching, all applications must be received on or before the following dates:

To Student Teach in the Fall semester, applications must be received by February 15th

To Student Teach in the Spring semester, applications must be received by September 15th

A printed copy of the student teaching application can be found in the Teacher Education office, 230 Polk Hall.

Help create another generation of quality teachers!

The ÐÓ°É´«Ã½ Department of Teaching Residency is in need of professional teachers willing to help orient student teachers to the daily joys and challenges of teaching.

Mentors assist student teachers in developing effective classroom management and teaching techniques. The relationship that forms between mentors/supervisors and student teachers is professional, friendly, open and cooperative. Help us ensure that the future of the education system is strong and promising.

Apply to serve as a Mentor

Screening Process

Mentoring teachers for preschool sites must be employed in a Class A licensed center. They must go through an interview process conducted by the Department of Teacher Education and Family and Consumer Sciences and agree to participate in professional development activities.

For Professional Development Schools, mentoring teachers must have at least three years of teaching experience, get a recommendation by the principal or curriculum supervisor and teach in their area of certification. They must be willing to participate in professional development. Mentor teachers will be encouraged to complete the assessor training or a course in supervision of student teaching. The teachers participate in an interview process.

For partner schools, mentoring teachers must have at least two years of teaching experience, get a recommendation by the principal or curriculum supervisor and teach in their area of certification. They must be willing to participate in professional development. The teachers participate in an interview process.

Supervising teachers must have at least three years of teaching experience, be willing to participate in professional development and possess:

• a valid Type A Louisiana certificate in the field of the supervisory assignment OR
• a valid Type B Louisiana certificate in the field of the supervisory assignment and successful completion of the three-credit-hour course in the supervision of student teaching OR
• a valid Type B Louisiana certificate in the field of the supervisory assignment and successful completion of the assessor training through the Louisiana Teacher Assistance and Assessment Program.

Preparation Process

At the beginning of each semester, mentoring teachers will participate in professional development that includes mentoring and coaching skills, conferencing skills, the Louisiana Components of Effective Teaching and the assessment procedures used with candidates. At the conclusion of each semester, mentor teachers will assist in evaluating candidates’ field experiences and competency levels and provide data for program improvement.

For supervising teachers, professional development will consist of an orientation to the student teaching program and the portfolio assessment process. Supervising teachers will also assist in evaluating candidates’ field experiences and competency levels and provide data for program improvement.

Compensation

Supervising teachers are compensated $250 per student teacher. A professional service contract between ÐÓ°É´«Ã½ and individual school parish systems is initiated each semester. School systems invoice the university, and compensation usually is included in the supervising teacher’s December or May regular salary check. (Note: Sometimes compensation is delayed due to untimely invoicing or problems with the contracts.)

Apply to serve as a Supervisor of Teacher Residencies