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ED. 407: INSERVICE PRACTICUM IN DEVELOPMENTAL
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SUPERVISION
OVERVIEW, SPRING 1989
PARTICIPANTS
Education 407 is a 5-credit professional inservice practicum, available to teachers
who:
a ?
have taken Education 490, 495, 496 or 497 (Developmental Supervision);
b. ?
have agreed to supervise an Education 405 student teacher during the spring
semester.
ACTIVITIES
Participants who enrol in Ed. 407 function as school associates for P.D.P. students while
receiving further training in developmental supervision. In order to receive course
credit, they must participate in all of the following activities:
i.
Classroom work: focussed practice in all aspects of student teacher supervision,
under the guidance of a trained faculty associate;
ii.
Seminars: regular meetings of course participants to discuss case studies, solve
problems, and provide collegial support;
iii.
Enrichment activities: scheduled activities related to the theory and practice of
supervision, e.g., guest speakers, skills practice sessions, demonstrations,
classroom exchange visits, peer observations.
ASSIGNMENTS
1.
Each participant will complete at least four individualized contracts for
professional growth, one in each dimension of the school associate's role
(supervisor of instruction, curriculum consultant, counsellor and evaluator).
Content of the contracts will be personalized to meet the participant's goals for
development and the student teacher's needs. Upon completion of each contract, a
summary will be submitted which describes the original contract, outlines the
activities which actually took place, and provides a brief self-evaluation of growth
in the goal area.
2.
Each participant will keep a reflective journal documenting all aspects of
classroom work with the student teacher. At the end of semester, a reflective
journal summary describing the participant's overall learning and growth will be
submitted to the instructor.
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SEMINARS
Contents of each seminar will be determined collaboratively by the instructor and
participants. Activities may include work on individual contracts in small support
groups, discussion of case studies from participants' own experiences, problem-
solving, and further training in supervisory skills.
ENRICHMENT ACTIVITIES
Enrichment activities will also be planned collaboratively by the instructor and
participants. These may include skills practice sessions, guest speakers, meetings with
faculty associates and/or student teachers, or other activities of interest to participants.
READINGS
Holborn, P., Wideen, M., & Andrews, I. (1988).
Becoming A Teacher.
Toronto: Kagan
& Woo.
Holm, P (1987). Stages of student teacher growth: case study of an Education 405
student teacher. Unpublished manuscript. (will be provided by the instructor).
Participants are encouraged to read additional relevant books and articles and to discuss
these with colleagues during seminars.
EVALUATION
EDUCATION 407 IS EVALUATED ON A PASS/WITHDRAW SYSTEM. Participants whose
student teachers withdraw before the end of the semester will receive credit for the
practicum provided they continue to attend seminars and participate fully in group
activities. Individual contract expectations will be adjusted to suit the situation.
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EDUCATION 407-5
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IMPLEMENTATION OF CONFLICT RESOLUTION CURRICULA
Spring Semester, 1989
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Instructors: ?
Pat Pitsula and
Seminars: Monday evenings
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Brian Luckock
Location: Surrey School Board
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Phone:
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Pitsula 291-4419
Board Room #1
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Luckock 531-1515
ELIGIBILITY
This curriculum implementation course is a follow-up to Education 488:
(Special Topics: Conflict Resolution in the Classroom). It is available to
currently practising classroom teachers in Surrey who have either completed
Education 488 or who have received the permission of the instructors.
OBJECTIVE
Participants will:
1.
better understand and be able to apply Conflict Resolution curricula in the
classroom;
2.
identify and practise effective methods of curriculum implementation;
3.
develop a more critical approach to conflict management and classroom
practices;
4.
hone peer coaching skills and become more self-reflective;
5.
develop and practise a variety of evaluation strategies with students in
conflict resolution courses.
COURSE FORMAT/REQUIREMENTS
The course has four components:
(i) readings/discussion/attendance at seminars;
(ii)
journal writing;
(iii)
design and implementation of a major classroom project or development of
a research question related to the effectiveness of conflict resolution
strategies in the classroom.
EVALUATION
The implementation course is evaluated on a pass/withdraw system.
