College of Education and Professional Development

University Supervisor

teacher2Thank you for working with teacher candidates from Marshall University. Your willingness to help us support the learning, growth and development of teacher candidates speaks to your commitment to quality teaching. We know that supervision is a difficult responsibility to undertake, given the need to delicately balance support and guidance with critique and evaluation.

As a supervisor you are responsible for moving new teachers from a focus on themselves to a focus on student learning. The College of Education and Professional Development depends on you—your careful observation, astute judgment, fair and candid feedback and informed assessment—to be able to confidently recommend our graduates for teacher certification.

At the heart of supervision is determining teacher candidates’ readiness for teaching and certification.  Some teacher candidates may experience difficulty during their placements that might lead to failure. Your feedback and support is necessary to guide them through the experience as they continue their preparation into teaching.

It is important that detailed documentation is kept and communicated to ensure the candidate is receiving the supports necessary for success. You are an essential piece of the teacher candidate’s training

We also want our candidates to reach their full potential as teachers. As such, you will find that not all students need the same structure. However, you need to ensure that all assessments are fair and that all students are held to the same rigorous standard of quality teaching expected from Marshall University.

Download University Supervisor Handbook

University Supervisor Guidelines

University supervisors serve a vital role as liaison, resource, and support for the teacher candidate, university and the cooperating school during student clinical placements.

Supervisors will be expected to:

  • Visit cooperating schools to observe and to hold conferences with teacher candidates and cooperating teachers (a minimum of four visits per eight-week placement).
  • Provide pertinent information about teacher candidates to administrators/building coordinators and cooperating teachers.
  • Conduct introductory conferences for teacher candidates and cooperating teachers at the beginning of student teaching.
  • Counsel with individual teacher candidates about their personal and professional concerns.
  • Provide teacher candidates and cooperating teachers with resource materials, such as handbooks and guides.
  • Work with teacher candidates, cooperating teachers, and principals to plan and to evaluate programs and schedules for teacher candidates.
  • Guide teacher candidates to interpret their school experiences and to assist with special instructional problems.
  • Cooperatively conduct seminars and conferences with groups of teacher candidates to help them generalize from their field experiences and to project entry into teaching.
  • Collect and interpret all evaluative information regarding teacher candidates and arrive at their final grades using appropriate program criteria.

 

University Supervisor Resources

Evaluation

Observations

Addressing Issues

Grading Requirements