Teacher Education Practices

We aim to support our preservice teachers to embrace the inherent ambiguities of teacher work,
to fashion their inclusive pedagogies through their own commitments (as advocates for all
children and youth) to curriculum inquiry, reflective practice, and the pursuit of social justice;
and to conceptualize the work of inclusive educators as the complex intellectual, moral,
theoretical, and political work that it is.
~Position Statement on Inclusive Schooling and Teacher Preparation

Teacher Ed.
Practice

Description

School-Based
Intellectual
Learning
Community (ILC)

Student teachers meet weekly as a professional learning

community to process experiences and support your ILCs
pedagogical practices. (Supervisors will attend when
present at the school site.)

Video Debriefing

Fall
Student teacher films an instructional moment
Student teacher and supervisor watch the video together
with a specific focus
Student teacher films a second instructional moment and
digitally annotates video at 3 substantial locations/moments
in video
Supervisor provides feedback on the digital annotation
Spring
Student teacher films an instructional moment
Student teacher and supervisor watch the video together
with a specific focus
Student teacher uses session outcomes to inform bridging
video debrief reflection in which she/he selects one fall clip
and one spring clip that are in conversation with each other1
2
Student teacher writes a 2 page reflection that addresses
the following questions:
-What do these two clips reveal about your growth as a
teacher?
-What do they reveal about some of the challenges you are
still grappling with?
-What are your next steps as a student of teaching?

1 These can be the clips that you have already submitted for your video debrief assignments,
but that is not necessary; the important thing is that the two clips are in conversation with each
other in some way.
2
Reflection must include links to both clips and cite clips the same way you would cite a
scholarly source, with time stamps instead of page numbers.

Lesson Study

Guided
Observation

Formal
Observation

Assessment of
Student Teaching

A group of student teachers design a lesson and determine

a focus for observation of the lesson
One of the student teachers enacts the lesson while
members of the planning group and supervisor observe
The supervisor facilitates a group debrief and lesson
redesign
All student teachers enact the new lesson with supervision
During post-observation debrief, supervisor provides
observation notes and oral feedback to student teacher
Student teacher submits reflection on observation/debrief to
supervisor electronically
Supervisor provides student teacher written commentary on
the post-observation reflection
Student teacher and supervisor observe a lesson taught by
the CT with a particular observation lens (the lens can be
linked to Core content)
Student teachers and supervisor debrief
Student teacher submits electronic reflection on
observation/debrief to supervisor
Minimum of 1 per semester at supervisors discretion
Student teachers provide a lesson plan prior to observation
Supervisor provides lesson plan feedback
Student teacher enacts the (possibly revised) lesson with
supervisor observation
During post-observation debrief, supervisor provides
observation notes and oral feedback to student teacher
Student teacher submits reflection on observation/debrief to
supervisor electronically
Supervisor provides student teacher written commentary on
the post-observation reflection
Student teachers complete a written self-assessment
(Assessment of Enactments document) twice each
semester (midterm and end of semester) and meet in triads
(student teacher, cooperating teacher, supervisor) to
discuss goals. (See assessment FAQ for details.)