2. Making the Most of Teacher Candidate Field Experiences
University Faculty:
Eduardo M. Valerio, Ph.D, Lock Haven Univ. of PA
Language Teachers:
Steven Klebacha, SCASD Spanish
Doug Madenford, M.Ed., KCSD German

3. Establish a Foundation
Faculty / Mentor Teacher
Communications

4. Communicate In advance: University requirements and requests
Mentor teacher parameters (what the teacher expects or will allow students to do: observe, make limited presentations, make co-presentations)

5. Communicate In advance: University requirements and requests
Mentor teacher parameters (what the teacher expects or will allow students to do: observe, make limited presentations, make co-presentations)

6. Communicate In advance:
Contact information and best way/times to contact

7. Candidate / Mentor Teacher Communications
Direct the candidate
Candidate / Mentor Teacher
Communications

8. Communicate Candidate responsibilities:
Contact mentor teacher in advance (not during teaching hours)
Obtain textbook if applicable and determine the content of classes during field experiences

9. Communicate Candidate responsibilities:
Ask mentor teacher to describe their goals for candidate participation
Ask about parking and entering the school. How much time will it take to enter? What time and place should they begin?

10. Communicate Candidate responsibilities:
Ask mentor teacher if there are any known special needs or strong learning preferences in classrooms

11. Communicate Candidate responsibilities:
Ask mentor teacher the age/ grade and language level of students.
How many students per class?

12. Faculty / Candidate Preparation
Direct the candidate
Faculty / Candidate
Preparation

13. Faculty to candidate
Have candidates study classroom etiquette so they will know appropriate ways to interact and behave as a visitor in the classroom
Professional dress at all times when visiting the school whether you are meeting the teacher or in a classroom

14. Faculty to candidate
Have candidates thoroughly study all concepts that will be presented in the classroom. Review textbook exercises for understanding and accuracy to avoid any mistakes in presentations in class

15. Faculty to candidate
Have candidates develop cultural vignettes or creative grammar exercises/games that can be presented as supplements to planned content during field experiences
Inform candidates to make enough copies of any handouts for these activities in advance

16. Faculty to candidate
Have candidates develop strong classroom language skills in the target language (classroom directions, praise, numbers)
Remind students to cultivate formal professional language when speaking English in the classroom

17. Faculty to candidate
Prepare candidates to observe teachers in other classrooms as well as the classroom in which they are placed
Advise candidates how to plan for Journaling

18. Faculty to candidate
Have candidates thank the mentor teacher in advance of field experiences, and afterward—specifically highlighting something they valued Include your full name and contact information in your note for future reference…

19. Additional Suggestions
Mentor Teacher

20. Develop a List
Create a list of problem areas you have experienced—or borrow the one presented today if you have not served as a mentor teacher previously
Share these concerns with faculty or universities seeking ST placements or field experiences

21. Important Reminders
Mentor Teacher

22. Reminder
Candidates for field experiences often lack the proficiency they will have after studying abroad
These individuals may need to observe rather than present.
They are interested in language teaching and seeing you and your classroom will help them to decide whether they should pursue it.

23. Reminder
Student teacher language proficiency should be greater because they have spent time in the target culture.
They should be developing careful practices to ensure what they present is accurate in the classroom even though they may still be developing their proficiency

24. What ifs
Mentor Teacher

25. What if
You are asked to work with a candidate and no guidelines are forthcoming regarding appropriate communications as described here? Develop a simple set of your own communications requirements that you can give to them

26. What if
Your school does not have well developed written guidelines for communications? Suggest administrators develop such guidelines and put them in writing.

27. End of presentation