|aA model for the professional development of cooperating teachers as supervisors for student teachers|h[[electronic resource]]
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|aAnn Arbor, Mich : |bUMI, |c1997
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|a397 p
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|aSource: Dissertation Abstracts International, Volume: 57-11, Section: A, page: 4702
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|aDirector: George White
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|aSchool code: 0105
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|aThesis (Ed.D.)--Lehigh University, 1997
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|aThe purpose of the study was to design and validate a model for selecting, preparing and evaluating cooperating teachers as supervisors for student teachers. The model was designed based on findings in the literature and as a result of a content analysis of cooperating teacher preparation efforts reported in 11 research studies and 17 university programs. The model was validated by six experts in preservice teacher education who are members of the Council of Professors of Instructional Supervision. The model contains knowledge-base competencies in teaching, supervision, adult development and triad relationships; process strategies that create ownership, develop supervision skills through study, demonstration, feedback with practice and coaching, and encourage ongoing professional development through action research and follow-up enrichment; and a formative evaluation process that prepares teachers to meet cooperating teacher selection criteria grounded in the knowledge-base competencies. Implementation guidelines based on university-school collaboration are offered to help institutionalize the model and extend the benefits of competency in the knowledge-base to other professional development programs in the school and the university