Role and Responsibility of the Professional Development Educator (Suggested Guidelines)
The Professional Development Educator is the most important factor in the quality and the success of the student teaching experience. While the supervisory responsibility is shared with the College Field Supervisor, the PDE has a tremendous influence on the professional development of the student teacher.
Throughout the engagement in the preparation of teachers, there is a need to be aware of the “art and science” of mentoring and shaping the learning and experiences of teacher candidates. Student teachers need acceptance, understanding, encouragement, support, scaffolding, and guidance in their efforts to identify their individual strengths and their areas of professional development. This collaborative and collegial process will provide the vital constructive feedback to engage student teachers in self-reflection that fosters professional growth.
The PDE provides the necessary learning opportunities and initiates the dialogues that provide an accurate assessment of their teaching-efficacy.
Professional Development Educator’s Responsibility to the Teacher Candidate
- Provide an atmosphere within the classroom and school and between the school and college for the teacher candidate to achieve maximum progress and success.
- Provide time for two-way conferences with the College Field Supervisor and a three-way conference with the teacher candidate and the College Field Supervisor when needed.
- Provide time on a weekly basis for two-way conferences with the teacher candidate to discuss progress in depth.
- Treat the teacher candidate as a "co-teacher," including him or her in all classroom and non-classroom activities such as faculty and PTA meetings.
- Model effective classroom management techniques for the teacher candidate.
- Help the student teacher implement efficient daily routines and procedures.
- Demonstrate best practices methods;
- Provide understanding, acceptance, encouragement, freedom, and guidance in order to assist the teacher candidate in achieving professional goals.
- Provide opportunities for the teacher candidate to experiment with teaching ideas and assist in the Development of his/her own teaching style.
- Facilitate the teacher candidate in getting to know students, faculty, special teachers, administrators, and staff.
- Review daily and long-range plans and provide feedback as applicable.
- Make written observations of teacher candidate’s teaching endeavors (Note: One formal observation each week is required, more if needed. In addition, a Mid-Quarter Progress Report must be prepared by the PDE. This report should be used as a basis for an in-depth conference at which time the teacher candidate’s strengths and needs can be addressed. A Final Progress Report is also completed by the PDE with a three-way exit conference).
Evaluation by the Professional Development Educator
- The Professional Development Educator and the College Field Supervisor are responsible for completing a formal, Mid-Quarter/Final Evaluation at the conclusion of the field experience. (Evaluative Criteria.) It is essential that the teacher candidate receive regular specific evaluative input throughout the experience. The PDE should document comments and suggestions with specific classroom observations.
- The PDE should complete at least one "Student Teaching Observation Form – Daily Lesson Plan” assessment forms each week.
- The formative & summative forms will be provided to the PDE by the College Field Supervisor and should provide the basis for in-depth conferences during which time the teacher candidate’s strengths and needs can be assessed. Joint conferences between the teacher candidate, the PDE, and the College Field Supervisor are recommended at the beginning, middle, and end of each student teaching experience.
- Professional Development Educator’s Responsibility to the College Field
- Utilize the College Field Supervisor as a resource person.
- Provide the setting and conditions for positive student teaching.
- Inform the College Field Supervisor of school policies.
- Accept the responsibility of actively participating in the evaluation process.
- Participate in supervisory training when possible.