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Supervising Teacher Information and Forms

“It is difficult to prepare such a teacher theoretically. She must fashion herself, she must learn how to observe, how to be calm, patient, and humble, how to restrain her own impulses, and how to carry out her eminently practical tasks with required delicacy … but it is only through experience that she will acquire those delicate insights.”

Dr. Maria Montessori, The Discovery of the Child


Overview of Seton Montessori Institute’s Philosophy of Practicum

In the words of our esteemed founder, Celma Pinho Perry, “An analysis of the ideal environment in which to prepare Montessori educators points to a specifically created place/atmosphere in which each student teacher will not only study Montessori principles, but will experience in his or her own life: respect, wondering, independence, choice, sharing and the building together of a community.”

Seton considers Practicum the second period of the three period lesson. This is the adult student’s opportunity to experiment, practice, question, and follow their development as they study and practice the task of the educator in relation to the child and the community. The goal being to initiate adults in the understanding and the sharing of a child’s life.

Seton recommends that the ideal circumstance for a student teaching experience is to practice in a classroom under the direct supervision of an experienced, credentialed supervising teacher who acts as a model for the student teacher’s gradually expanding repertoire of program leadership skills.

Standards and Responsibilities of the Supervising Teacher

1.   Credentials: The supervising teacher must hold a  Montessori credential (from a teacher education program accredited by MACTE) at the age level of the class at the level of supervision.

2.   Teaching Experience:  The supervising teacher must be in at least the second year of teaching at the level of instruction after receipt of the Montessori credential.

3.  Approval:  The director of the teacher education program must approve the supervising teacher.

4.   Adult Student Experiences:  The supervising teacher is responsible for providing experiences relating to the following areas:

●   Preparation and Management: indoor and outdoor environments

●    Observation and Recording:  observing, responding/planning, assessing;  maintaining records

●   Interaction: relations among parents, staff, and children

●   Instruction: designing activities; individual and group presentations

●   Management: individual and group strategies

●    Parent/Community Involvement:  family support and community services; parent education, interviews, conferences, and meetings; open house

●   Staff Involvement:  participation in meetings, establishing team compatibility and problem-solving techniques

5.   Meetings: The supervising teacher must schedule regular review sessions with the adult learner at least once per month to assess progress in the above areas.

6.  Assessment: The supervising teacher must complete and submit all evaluation forms requested by the teacher education program at the designated times.

7.   Communication: The supervising teacher must inform the teacher education program of any difficulties in the professional performance of the adult student. The field visitor will be interested in speaking with the supervising teacher during each of the adult student’s three practicum visits.

8.   Attendance: The supervising teacher must be in the adult student’s classroom full time.

9.   Number of Adult Students Assigned:  A supervising teacher cannot have more than two adult learners per classroom. [2/09]

Supervising Teacher Forms

Prior to beginning their practicum, the student teacher should meet with their supervising teacher to go over the “Guidelines for the Student and Supervising Teacher” form. This form is provided by Seton to help facilitate and document this important introductory communication. Submission of the signed form is a part of the required practicum paperwork.

Guidelines for the Supervising Teacher Form (by level)

Infant-Toddler Guidelines for Practicum

Early Childhood Guidelines for Practicum

Elementary Guidelines for Practicum

Mid-Year and End-of-Year Practicum Reports

The two written report forms are important tools for documenting the student teacher’s progress. Completion of the forms provides opportunity for discussing progress achieved and goals to be worked toward with the student teacher while the practicum unfolds and at its conclusion.  Submitting the completed forms lets the Seton team know how the student teacher’s performance is seen as the practicum is in process and how you assess the student teacher’s readiness for certification is at its conclusion.

The two forms in question are:

  1. Mid – Year Practicum Report (DUE: Monday, January 6, 2015 for a practicum that began in August/September 2014)
  2. End- of the-Year Practicum Report (DUE: Monday, May 11, 2015)

If you prefer a printed copy of the reports be mailed to you with a self-addressed stamped envelope please contact our registrar, Rachel Harrison. The reports may be handwritten or typed. Please email our registrar, Rachel Harrison, at your completed reports by their required due dates.

Please contact us with any questions or concerns related to the completion of these reports, or other aspects of the work with a student teacher. We’re happy to hear from supervising teachers any time they’d like to talk about an aspect of the practicum process, and we appreciate the opportunity to work with them on the behalf of our adult students.


© 2018 Seton Montessori Institute • 5728 Virginia Avenue, Clarendon Hills, IL 60514 • Phone: (630) 654-0151 • All rights reserved.

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