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• W278815081 abstract "This study investigated perceptions of cooperating teachers, university supervisors, and early field experience directors who were involved in supervising and evaluating preservice elementary teachers. It also addressed whether cooperating teachers and university supervisors were properly trained to be evaluators. Eight cooperating teachers, eight university supervisors, and seven field experience directors from midwestern universities participated. They completed three interview sessions where they (1) identified skills necessary for cooperating teachers and university supervisors as evaluators of early field experiences, (2) described training available to them, and (3) discussed ideal training programs. Results found that most cooperating teachers did not receive much professional development in evaluation, and that universities did not take the lead in providing it. Available training ranged from an introductory meeting to a three-credit course. Evaluators and administrators agreed that teachers would not welcome mandated training. Directors did not see much benefit to training cooperating teachers, though cooperating teachers recognized and appreciated the benefit of training. University supervisors received no training in evaluation or supervision, nor did they express a desire to be trained. Participants differed in the types of training they preferred. Directors were more involved in training cooperating teachers than were university supervisors. (Contains 12 references). (SM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Training for cooperating teachers and university supervisors in their role as evaluators in early field experiences Hema Ramanathan Butler University Indianapolis IN 46208-3485 Ramanathan@Butler.edu Elizabeth Wilkins-Canter Secondary Education and Foundations Eastern Illinois University Charleston PERMISSION TO REPRODUCE AND IL 61920-3099 DISSEMINATE THIS MATERIAL U.S. DEPARTMENT OF EDUCATION HAS BEEN GRANTED BY Office of Educational Research and Improvement cfeaw@eiu.edu EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization Originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions steteo in this document do not necessarily represent official OERI position or policy. Paper presented at the annual meeting of Mid-Western Educational Research Association, Chicago, Oct. 15-18, 1997. 2 BEST COPY AVAil ABLE 2 Training for cooperating teachers and university supervisors in their role as evaluators in early field experiences Change is a key word that has often been associated with teacher education. Since the 1980s there have been a variety of reports on teacher educational reforms that have emerged in response to the public's rising concern for more accountability in our schools (Holmes Group, 1986; Carnegie Forum on Education, 1986; National Commission on America's Future & Teaching, 1996). In response, the teacher education community has begun rigorous efforts towards establishing and enforcing higher standards for the teaching profession. One aspect of fulfilling this mission is greater emphasis on the supervision and evaluation of field experiences. As teacher education programs place more importance on field experiences, several questions arise. Are cooperating teachers adequately prepared to observe, analyze, guide, and evaluate the field experience teacher? Can teacher education programs afford to permit the untrained to supervise the inexperienced when field experiences are so important? This study addresses the gap between recommended training practices and those practices the literature and current research describe as common in the field. More specifically, this study investigates the perceptions of cooperating teachers, university supervisors, and directors of early field experiences involved in the supervision and evaluation of elementary education preservice teachers. After a brief review of the research on training practices, this paper will describe a qualitative study (Ramanathan, 1996) that suggests that universities do not have a comprehensive plan for training cooperating teachers and university supervisors in their role as evaluators. This paper will conclude with recommendations on both content and format for a professional development program for evaluators in early field experiences." @default.
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• W278815081 title "Training for Cooperating Teachers and University Supervisors in Their Role as Evaluators in Early Field Experiences." @default.
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