Research Paper on:
Overview of a Fieldwork Placement Supervisor

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veteran teacher who would like to mentor a young teacher entering the field. There are certain characteristics that seem to typify the fieldwork supervisor, among those being the ability to  listen and hear what the young teacher is saying and/or implying, necessary knowledge of assessment tools and how to read them, as well as a practical knowledge in the area  of specialization. The first year of teaching can make or break a new teacher, so the school to work programs that exist in most colleges are invaluable assessment tools and  experience for the young teacher. A good pairing of both a host teacher and the field supervisor can make this transition from the practice to the application of teaching smoother  and perhaps contribute to the longevity of the new teacher in the profession. The importance of maintaining a positive relationship between supervisor and the interning teacher is also vital.  The type of relationship that one has with his or her preservice teacher can impact several areas of learning such as constructive feedback given, types of evaluations given(and how frequently  administered), the degree of interaction between the field supervisor and the preservice teacher and the degree of independence given to the preservice teacher(Shantz,Brown 1999). Of all these areas, though, the  type of communication that is possible between the supervisor and the beginning teacher is crucial. The interaction needs to be, not only that of a potential colleague, but also that  of a mentor/mentoree relationship and done in a way that is neither threatening, disheartening, and would tend to lessen the chances of the new teacher asking for help. Consider, for  a moment, the beginning teacher who is given total independence, with the field supervisor holding regular evaluative visits and meetings once monthly. Then compare that to the field supervisor that