Coaching Students to Success
Graduation Date
Spring 2001
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne F. Peters, EdD
Abstract
This project examined the student teacher and relationships between master teacher and college supervisor. The literature indicates that it is critical for a student teacher to have a good partnership with one’s mentors, master teacher and college supervisor.
Seven people were interviewed. Three were new teachers, two served as master teachers, and two are college supervisors. They responded to questions about the dynamics of helping a student teacher become effective in the classroom. Data analysis revealed that new teachers had strong opinions about what they felt was important and effective in their credential program. Master teachers repeated that the most important element they can provide to a student teacher is to be the primary resource and support provider during student teaching. College supervisors are determining factors in analyzing a student teacher’s progress and evaluating level of proficiency.
The student teachers in a credential programs learn the most about teaching by participating in the physical experience of teaching. Having people involved in working with a student teacher is most important in helping the student teacher develop teaching skills that are necessary for success. College supervisors and master teachers must be conscious of their student teachers needs in order to coach them to success.