This pre-professional experience, according to Machado and Meyer-Botnarescue (2004, 3), “begins a training experience that offers the student a supervised laboratory in which to learn.” During this experience, novices should gain clarity and form a concrete structure to their conceptual knowledge. Vital areas in which they improve or develop are: • implementing developmentally appropriate pedagogical approaches that focus on how to teach content most effectively; • creativity in lesson planning and instructional delivery; • incorporating state and content-area standards in lesson development for standards-based instruction; • managing classrooms and the full spectrum of diversity issues; • using appropriate multiple assessment strategies; and • becoming a reflective practitioner.

Demonstrated competence during this supervised laboratory is essential. With No Child Left Behind legislation and higher accountability in school districts, teachers face increased scrutiny of their content, pedagogical knowledge as well as their effectiveness at teaching. Progressive and measurable improvement must be shown. Additionally, student teachers must establish the ability to teach a specific population of pupils at the placement site, in a specific content or curriculum and grade level and, most importantly, to a specific standard of competence (Edwards and Healy 1994).

Daunting expectations? They need not be. Proactive preparation alleviates anxiety and apprehension common to teacher candidates before placement as a practicing or student teacher. It also shapes successful practices. Laying the groundwork through specific and doable steps helps you organize and plan. Prioritizing time and activities structures your development, and the quality of your efforts ensures your survival during student teaching—and your success! View these Student Teaching Tips to help you survive and succeed.

References Edwards, C., and M. Healy. 1994. The student teacher’s handbook. London: RoutledgeFalmer Machado, J. M., and H. Meyer-Botnarescue. 2004. Student teaching: Early childhood practicum guide, 5th ed. Albany, NY: Delmar Publishers. About the Author Cathy Griffin-Famble’s research focuses on effective P–16 teaching pedagogy, incorporating strategies based on multiple intelligences in student teachers’ lesson planning, and utilizing the Teacher Work Sample to demonstrate what student teachers know at exit level from their teacher preparation programs. Currently at Delaware State University, she has worked with student teachers for 14 years as Education Department Chair, Clinical and Field Director, and Placement Coordinator of Student Teaching. She is a member of Kappa Delta Pi’s Xi Tau Chapter. © 2006 Kappa Delta Pi, International Honor Society in Education