Empowering Cooperating Teachers: The University of Alabama Clinical Master Teacher (CMT) Program.

Autor/inn/en	Stanford, Ronnie L.; und weitere
Titel	Empowering Cooperating Teachers: The University of Alabama Clinical Master Teacher (CMT) Program.
Quelle	(1994), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Cooperating Teachers; Elementary School Teachers; Elementary Secondary Education; Higher Education; Master Teachers; Preservice Teacher Education; Program Development; Secondary School Teachers; Student Teacher Supervisors; Student Teaching; Teacher Educators; Teacher Responsibility; Teacher Role; Teamwork + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Teaching practice; Unterrichtspraxis; Teacher education; Education; Lehrerbildung; Lehrverpflichtung; Lehrerrolle
Abstract	In the Clinical Master Teacher (CMT) program of the University of Alabama's College of Education, CMTs are outstanding elementary, middle, and secondary school teachers elected to participate in an innovative teacher intern (student teacher) supervisory program. They are empowered to fulfill the traditional roles of both the campus-based college supervisor and the public school-based cooperating teacher. This added responsibility causes CMTs to grow professionally and take their relationship with the teacher intern more seriously. CMTs are appointed as adjunct faculty to the College of Education. CMTs are grouped in teams of four to six members and work cooperatively in supervising a group of teacher interns assigned to the entire team. Campus-based faculty work with the individual CMTs and the CMT teams in the supervision of the interns. This paper discusses the rationale for the CMT program, selection criteria for CMTs, selection and placement procedures for teacher interns, CMT training activities, CMT team meetings, team supervision techniques, role of the university-based CMT coordinators, evidence of the program's success, and future plans. Guidelines for establishing a CMT program conclude the paper. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC