An interesting story was told to me by someone in another teaching certificate program. It goes like this... The intern was crafting a science unit for their student teaching, all the while the master teacher was planning to get a science kit for that same student teaching quarter. Hmmm.. Seems like a lack of communication.
That leads me to another point, how do universities ensure that master teachers are good models for the pedagogy they promote? How can universities be sure that these teachers are solid communicators as well? What exactly are their mechanisms for following up? I wonder (out loud of course) if universities shouldn't be more involved in selecting these teachers, and ensuring that the relationship leads to the growth of solid pedagogy. How prevalent is lack of followup that I perceive?
In a perfect world... I would like to see universities having their field instructors, or the school principals watching a lesson with the intern. They can then point out what the teacher is doing, and how it is evidence of good pedagogy for the intern. Additionally they can then evaluate the teacher at the same time. Another idea would be to interview each master teacher. By and large they receive a small stipend... shouldn't you interview for said position? Those are my 2 cents, take them for what you will.
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