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Role of the School Administrator

The school administrator plays an important role in the student teaching process.  

In addition to confirming teacher candidates’ placements and approving of the professional development educators, school administrators have a vested interest in SUNY Plattsburgh’s teacher candidates, because they are responsible for the education and welfare of all children in the building.

Recognizing that school administrators often have very busy schedules, the Office of Clinical Practice recommends the following list of activities school administrators may consider in support of the student teaching program:

  1. Assist in recruiting professional development educators for the student teaching program:

    • CTs must be tenured and must hold a valid certification in their respective discipline. According to the New York Codes, Rules and Regulations:
      • “8:37. Student teaching means a structured, college-supervised learning experience for a student in a teacher education program in which the student teacher practices the skills being learned in the teacher education program and gradually assumes increased responsibility for instruction, classroom management, and other related duties for a class of students in the area of the certificate sought.These skills are practiced under the direct supervision of the certified teacher who has official responsibility for the class” (§ 3001; 8 NYCRR § 80-1.1(37)).
  2. Become familiar with the information found in the SUNY Plattsburgh Student Teaching Handbook, and sharing the information, as needed with school staff.
  3. Consider providing the following information to the SUNY Plattsburgh Student Teacher(s):
    • provide copies of the faculty handbook to teacher candidates;
    • provide tours of the school/community;
    • discuss special duty assignments;
    • discuss mechanics of emergency preparedness plans and fire drills;
    • discuss the school-wide discipline plan;
    • provide information to teacher candidates regarding parent groups;
    • discuss the socioeconomic background of the school;
    • provide information regarding the history of the school and/or community; and
    • provide information regarding the school’s curricular improvements, efforts toward authentic assessment, the schools benchmarks and exit outcomes, looping, the school’s philosophy of inclusionary practices, etc.
  4. Observe teacher candidates in the classroom just as you would any member of the staff.
  5. Answer teacher candidates’ questions pertaining to classroom management, the job market, etc.


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