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 Educational Publication No. 137 Division of Teacher Training No. 15 
 
 Standards and Suggestions 
 
 for 
 
 Practice Teaching in the Senior Colleges 
 
 of 
 North Carolina 
 
 JAMES E. HILLMAN 
 Director of the Division of Teacher Training 
 
 "'1 
 
 PUBLISHED by the 
 
 State Superintendent of Public Instruction 
 
 Raleigh, N. C. 
 
PREFACE 
 
 Practice teaching and the observation of classroom activities 
 by prospective teachers are emphasized in the modified plan for 
 issuing certificates. These new considerations become effective 
 in 1931. It, therefore, becomes necessary to define more par- 
 ticularly the conditions under which acceptable practice teaching 
 may be done. 
 
 This little pamphlet was prepared by Dr. James E. Hillman, 
 Director of Teacher Training, State Department of Public In- 
 struction. It is intended to set up possible standards, and to 
 make suggestions to those engaged in teacher training work. It 
 is believed that these standards and suggestions are in line with 
 the general practice in the best teacher training institutions in 
 the country. 
 
 It fits also into the movement which has been going on for 
 several years to shift the emphasis in teacher training from 
 summer school and extension work to a more adequate and thor- 
 ough preparation before beginning work. Nothing, in my opin- 
 ion, can so quickly raise the standing of the teaching profession 
 in the eyes of the general public as a rigorous and adequate 
 pre-service preparation. 
 
 The suggestions herein made are respectfully called to the 
 attention of all persons who are interested in more effective 
 teaching. 
 
 State Superintendent Public Instruction. 
 
 July 17, 1929— 2M. 
 
STANDARDS AND SUGGESTIONS FOR PRACTICE 
 
 TEACHING IN THE SENIOR COLLEGES 
 
 OF NORTH CAROLINA 
 
 INTRODUCTION 
 
 Effective for 1931 and thereafter Directed or Practice Teach- 
 ing is made a requirement for the highest grade certificate issued 
 on senior college graduation. A minimum credit of three semes- 
 ter hours is required in that subject. In view of the fact that 
 practice teaching has not been required of senior college gradu- 
 ates in the certification of teachers ; that only in a very few col- 
 leges in North Carolina is provision now made for it ; that there 
 needs to be some degree of uniformity in the various colleges 
 with reference to it; and that the State Department of Public 
 Instruction needs to have some objective bases on which to de- 
 termine when an institution has satisfied the requirements, and 
 that it desires, furthermore, to be of any assistance possible in 
 the working out of this problem; — for these, and other .reasons 
 which might have been given, it has seemed necessary and wise 
 to set up these standards and make these suggestions concern- 
 ing this subject. 
 
 I. A COMMON PHILOSOPHY OF TEACHER TRAINING NECESSARY 
 
 Before considering the specific question of Practice Teaching 
 it is well to understand the general concept of Teacher Training. 
 Manifestly, practice teaching can only constitute a small frac- 
 tion of that concept. The term teacher training seems not to 
 have the same meaning at all times and under all circumstances. 
 As here interpreted, it refers to all the collegiate education of 
 the prospective teacher. It includes both the academic and pro- 
 fessional training of the teacher. These two aspects cannot be 
 divorced. Any philosophy of education or teacher preparation 
 that does not hold "teachers are born, not made" would demand 
 that her preparation be both academic and professional. It is 
 such a philosophy that should govern the institution in its 
 teacher training endeavors. An undue emphasis on either the 
 academic or professional aspect of the training would not give 
 the type of teacher that is desired. 
 
 <L 
 
4 Standards and Suggestions for Practice Teaching 
 
 While the education of the teacher would be both academic 
 and professional in nature, it does not mean that these two 
 aspects would be identical in the preparation of all teachers. 
 Quite the contrary is true. The academic and professional de- 
 mands will vary with the needs of the specific fields of teaching : 
 e. g., primary, grammar grade and high school. The institution 
 should, in the light of these varied and specific demands, de- 
 termine what its teacher training program shall be. It should 
 study these demands ; and, in view of the minimum certification 
 requirements for the different fields of teaching, together with 
 the institution's desire to make conditions more favorable than 
 would be demanded by those minimum requirements, decide 
 what fields of teaching service it will enter. 
 
 II. DEPARTMENTS OF INSTRUCTION 
 
 With the general understanding that the term teacher train- 
 ing is interpreted to include all the collegiate education of a 
 prospective teacher; that this would be both academic and pro- 
 fessional ; and that the specific nature of this training will vary 
 with the different fields of teaching; — a few suggestions are 
 made with reference to the departments of instruction. 
 
 (A) Academic Department 
 
 As far as teacher training is concerned, these departments 
 would vary with the program of the individual institution. If 
 the college limits its efforts to the training of secondary school 
 teachers, definite provision need to be made only for those sub- 
 jects of the high school curriculum for which the institution at- 
 tempts to train teachers. If teachers for the elementary schools 
 are to be trained, also, then there should be included, or added, 
 the departments of Art, Drawing, Music, Physical Education, 
 Health Education, Geography, and such other departments as 
 are peculiar to the elementary school curriculum. 
 
 (B) Department of Education 
 
 The personnel of the Department of Education will vary with 
 the teacher training program which the institution attempts. 
 The same general provision for differentation and specialization 
 should be made here that is to be found in the academic prepa- 
 
in the Senior Colleges of North Carolina 5 
 
 ration for the different teaching fields. With that thought in 
 mind, a suggested organization of the Department of Education 
 is given. 
 
 (1) Department Head. The general scholarship qualifi- 
 cation should be the same as that for any other department head. 
 He ought to possess the doctor's degree, or have the equivalent 
 training, with specialization in the field of education. This 
 person shall be responsible for the general courses in educa- 
 tion. He shall have general supervision over all courses in edu- 
 cation, and shall serve to unify and integrate the work of the 
 Department of Education proper, the professional aspect of the 
 work in the academic departments, and the school which pro- 
 vides facilities for observation and practice teaching. 
 
 (2) Psychology. In a small institution the head of the 
 Department of Education may be permitted to teach the courses 
 in psychology. To have this permission, however, it is assumed 
 he has had definite preparation in that subject, represented by 
 not less than a graduate minor of ten semester hours. While this 
 teaching arrangement would be acceptable, conditions would be 
 interpreted as much more favorable if the institution could pro- 
 vide on its faculty one or more specialists in psychology. 
 
 (3) Secondary Education. In a small institution the gen- 
 eral courses in secondary education may be taught by the head 
 of the Department of Education. Not more than two generalized 
 courses in secondary education should be given the prospective 
 high school teacher. If the Department head's teaching schedule 
 permits and if his training and experience warrant it, he may 
 teach these courses. Under ideal conditions there would be one 
 or more specialists in secondary education on the faculty. 
 
 (4) Elementary Education. If the institution trains ele- 
 mentary teachers there ought to be at least one member of the 
 faculty who is a specialist in elementary education. She would 
 have charge of the materials and methods courses in the ele- 
 mentary field. She might, also, teach the course in Child Study, 
 and any other professional courses peculiar to the training of 
 the elementary teacher for which she was qualified to teach. She 
 would have direct supervision of the practice teaching in the 
 elementary grades. 
 
6 Standards and Suggestions for Practice Teaching 
 
 If this field of elementary education should be cared for in 
 an ideal manner, and if the institution prepared teachers for all 
 grades of the elementary school, there would be one or more in- 
 structors for the primary grades and one or more for the inter- 
 mediate and grammar grades. If only one instructor is em- 
 ployed for all this, she should have had training and teaching 
 experience in all the grades, and with especial reference to the 
 primary grades. It is recommended that she be a woman with 
 a Master's Degree, with at least three years of successful 
 elementary teaching experience. 
 
 (5) Critic Teachers. It would be desirable for these 
 teachers to be catalogued as members of the Department of Edu- 
 cation. Wherever conditions warrant it, and satisfactory ar- 
 rangements can be made, certain courses in materials and meth- 
 ods may be taught by the critic teachers. For the high school 
 subjects, the teacher shall hold the Master's Degree, and meet 
 the other requirements set up for the high school critic teacher. 
 For the materials and methods courses in the elementary school, 
 she shall hold at least a Bachelor's Degree, and meet the other 
 qualifications set up for the elementary grade critic teacher. 
 
 III. STUDENT TEACHING 
 
 The primary function of Directed or Practice Teaching is to 
 provide opportunity to the prospective teacher for acquiring some 
 skill in actual teaching. This, it is understood, will have in- 
 creased the efficiency of the teacher as she enters upon her first 
 regular duties, and will have afforded some protection to the 
 children whom she is licensed to instruct. If it does not ac- 
 complish these results it can have no reason for being. Each 
 institution attempting to provide for practice teaching should 
 be thoroughly conscious of its place in the training of the teacher. 
 
 In considering the matter of practice teaching the question 
 that must be answered is how and under what conditions this 
 experience may be made of most worth to the teacher. The chief 
 limiting factor in this consideration is the interest and welfare 
 of the children whom these student teachers will instruct. The 
 conditions under which the student teachers are permitted to 
 teach and the specific nature of the teaching must be such as to 
 afford proper protection to the children. It is doubted whether 
 under any other conditions the experience would be worth while 
 
in the Senior Colleges of North Carolina 7 
 
 to the student teacher. With that philosophy in mind, what 
 factors enter into a situation which would most likely produce 
 the results desired? It appears that these should be included: 
 
 A. Personal Qualifications of the Student Teacher. 
 
 B. Academic and Professional Qualifications of the Student 
 Teacher. 
 
 C. The Training School. 
 
 D. The Critic Teachers. 
 
 E. Observation and Directed Teaching Course. 
 
 What is said with reference to these items shall constitute 
 the minimum standards for the administration of acceptable 
 student teaching and the satisfaction of the practice teaching 
 requirements in certification of senior college graduates. 
 
 A. Personal Qualifications of the Student Teacher 
 
 It is assumed that not all those who enter college are fit 
 subjects for becoming teachers. This would be true even with 
 those who attend strictly teacher training institutions: e. g., 
 normal schools and teachers colleges, and whose sole function 
 it was to train teachers; how much more true would it be with 
 those who attend non-technical schools, such as a liberal arts 
 college. About 50 per cent of those who graduate from the 
 liberal arts colleges teach. That number should be selected with 
 care. It ought to be made up of those who have not less than 
 average intelligence; who have definitely chosen teaching as a 
 profession; who have genuine interest in it and who show some 
 natural ability for it. Care in this direction will do much to 
 build up a real teaching profession by eliminating those who 
 have little or no interest in it, and who, therefore, use teaching 
 as a "stepping stone" to something else. The tragedy in con- 
 nection with this group is that children are the stones on which 
 they step. 
 
 It is recommended that generous use be made of Educational 
 and Intelligence tests in the selection and in the direction of 
 those who prepare to teach. Candidates for teaching in the ele- 
 mentary schools ought to be given achievement and diagnostic 
 tests in such elementary school subjects as: arithmetic, hand- 
 writing, and English, including spelling, composition and gram- 
 mar. Students falling below acceptable standards in these sub- 
 jects might well be required to reach the standards through 
 
8 Standards and Suggestions for Practice Teaching 
 
 non-credit courses. The materials and methods courses could 
 be taught on a much higher collegiate level if these conditions 
 had been satisfied before the student was permitted to enroll 
 in them. 
 
 B. Academic and Professional Qualifications of the Student Teacher 
 
 (1) Academic. No student shall be permitted to engage in 
 practice teaching until her senior year in college. 
 
 In the high school she must teach at least one of the subjects 
 for which certification is desired. In every case this is inter- 
 preted to be the field or fields of her major preparation. She 
 should have made an average grade of B in the teaching field, 
 and in no case may she be permitted to engage in practice teach- 
 ing if her average grade falls below C. In addition to this quali- 
 tative requirement, the applicant for this teaching shall have 
 the recommendation and approval of the head of the academic 
 departments of those subjects which she proposes to teach and 
 the head of the Department of Education. 
 
 For teaching in the elementary grades the applicant shall 
 have satisfied the subject matter requirements outlined for the 
 Class B Certificate issued on credit for three years of college 
 work. She shall have made an average grade of B on those 
 subjects which she will teach, the materials and methods courses 
 if she has had them, and in no case may she be permitted to 
 teach a subject on which her average grade falls below C. In 
 addition to these qualitative and quantitative requirements the 
 applicant shall be recommended and approved by the subject 
 matter instructors concerned, the head of the Department of 
 Education and the instructor in elementary education. 
 
 (2) Professional Qualifications. As set up in the Certifi- 
 cation Regulations, the professional requirements for the High 
 School Teacher's Certificate shall be: 
 
 1. Educational Psychology — 3 Semester Hours. 
 
 2. Principles of High School Teaching or Problems in Sec- 
 ondary Education — 3 Semester Hours. 
 
 3. Materials and Methods (Two fields) — 6 Semester Hours. 
 
 4. Observation and Directed Teaching (One or both fields) 
 — 3 Semester Hours. 
 
 5. Electives — 6 Semester Hours. 
 
 Before being permitted to engage in practice teaching the 
 high school teacher shall have had the required work in Psy- 
 
in the Senior Colleges of North Carolina 9 
 
 chology, Principles of High School Teaching or Problems in Sec- 
 ondary Education, and shall have had or be taking the courses 
 in materials and methods. The courses in materials and meth- 
 ods should be taught by the heads of the academic departments 
 concerned, or a properly designated member of that faculty, or 
 by the appropriate high school critic teacher, who holds a Mas- 
 ter's Degree and who meets the other qualifications set up for 
 the high school critic teacher. 
 
 Too much importance cannot be attached to the place of the 
 materials and methods courses in the training of the teacher. 
 These courses should be made to function effectively in the class- 
 room duties which these students shall be expected to perform. 
 That there may be some common understanding as to the concept 
 of these courses, illustration is given by presenting a brief de- 
 scription of "Materials and Methods in Teaching High School 
 English." 
 
 This course will deal with the aims and objectives of Sec- 
 ondary School English; the best methods of adapting the subject 
 matter to the needs and capacities of individual students ; and to 
 a formulation of techniques and procedures which have proven 
 most successful in accomplishing the aims of Secondary English. 
 The emphasis will be placed upon reading, speaking and writing. 
 While the English curriculum of the North Carolina high school 
 shall constitute the minimum essentials in materials, neverthe- 
 less it is important that a "scientific attitude toward the prob- 
 lem of Secondary School English" be secured by making careful 
 investigation of the scientific studies which have been made in 
 this field, and by studying the course of study of other states. 
 
 As set up in the Certification Regulations the professional 
 requirements for Primary and Grammar Grade Class A Cer- 
 tificates, issued on senior college graduation shall represent not 
 less than 24 semester hours in Education, and shall include : 
 
 For Primary Class A For Grammar Grade Class A 
 
 1. Primary Methods 1. Grammar Grade Methods 
 (Reading, Language, Number, (Reading, Language, Arithme- 
 etc.) tic, Social Science, etc.) 
 
 2. Classroom Management 2. Classroom Management 
 
 3. Child Study 3. Child Study 
 
 4. Educational Psychology 4. Educational Psychology 
 
 5. Observation and Directed Teach- 5. Educational Measurements 
 
 ing 6. Observation and Directed Teach- 
 
 ing 
 
10 Standards and Suggestions for Practice Teaching 
 
 As a prerequisite to teaching in the elementary grades, the 
 applicant shall have had the required work in Educational Psy- 
 chology, Child Study, some work in Materials and Methods, and 
 shall have had, or be taking at the time of her practice teaching, 
 the course in Classroom Management. 
 
 The courses in materials and methods shall be taught by the 
 teacher or teachers in elementary education, or by the proper 
 elementary grade critic teacher, who meets the qualifications 
 set up for that teacher. By way of illustrating the concept of 
 the courses in materials and methods, a brief description is given 
 of "Materials and Methods in Teaching Reading in the Primary 
 Grades." 
 
 This course will consider the objectives and aim of reading 
 instruction and the importance of reading in modern life. The 
 principles involved in reading and the nature of the reading 
 process will be treated. This would consider such topics as : 
 (1) the work of the eye in reading; (2) the nature of recog- 
 nition; (3) the relation between mechanics and meaning ; (4) the 
 relation between speed and comprehension ; oral and silent read- 
 ing. Problems and methods in teaching beginners reading shall 
 be emphasized. A familiarity with the reading curriculum of 
 the State Course of Study, with particular reference to the pri- 
 mary grades, and extensive reading in other materials suitable 
 to those grades, will be required. 
 
 C. The Training School 
 
 Schools used for student teaching shall be made up of chil- 
 dren of normal ages and abilities. These schools may be regular 
 training schools which are maintained as a regular part of the 
 institution, or off-campus schools in which provision has been 
 made for practice teaching. Students preparing to teach in 
 the high schools will teach high school children, and those pre- 
 paring to teach in the elementary grades will teach in the ap- 
 propriate grades of the elementary school. Under no circum- 
 stances will practice teaching be approved when students are 
 scheduled to teach freshman or other students of college grade. 
 
 D. The Critic Teachers 
 
 The critic teacher is defined as the regular subject teacher 
 in the high school under whom the students observe and do 
 their practice teaching, and as the regular grade teacher in the 
 
in the Senior Colleges of North Carolina 11 
 
 elementary school who renders similar service. The success or 
 failure of practice teaching will be quite largely determined by 
 the character of these teachers. It is highly important, then, 
 that their qualifications be such as to guarantee the best possible 
 service in this connection. 
 
 (1). High School Critic Teacher, (a). This teacher shall 
 hold the Master's Degree, with specialization in the field or 
 fields in which he is working, and with the necessary profes- 
 sional credit, preferably a minor in Education. 
 
 For 1929-30 a graduate of a senior college who holds a High 
 School Teacher's Certificate Class A, and who has demonstrated 
 his excellency as a high school teacher, will meet the require- 
 ments. It is understood that to be retained after 1929-30 at 
 least six semester hours of graduate credit must be secured each 
 year until a Master's Degree has been obtained, or a year's 
 graduate work has been had. 
 
 (b) . At least three years successful experience in teaching 
 the subject or subjects for which he is employed as a critic 
 teacher. 
 
 (2). Elementary Grade Critic Teacher, (a). This teacher 
 shall hold a Bachelor's Degree from a senior college ; and either 
 shall have majored in elementary education, or be a graduate 
 of a four-year teachers college in which she specialized in grade 
 work. As soon as practicable it is recommended that these 
 teachers hold a Master's Degree. 
 
 For the school year 1929-30 a graduate of a standard two- 
 year normal school will meet the requirements. Employment 
 after that year shall be conditioned on her securing each year 
 credit for at least six semester hours toward a degree. 
 
 (b). At least three years successful elementary teaching ex- 
 perience shall be required. 
 
 E. Observation and Directed Teaching Course 
 
 To satisfy the certification requirements in this subject the 
 applicant shall have credit for at least three semester hours. 
 
 Before being assigned to full class teaching the student 
 teacher shall have had certain graduated work in Observation 
 and Participation. The customary procedure of lesson plan- 
 ning, observation, participation, and other details that are prac- 
 
12 Standards and Suggestions for Practice Teaching 
 
 ticed in the leading teacher training institutions throughout 
 the country shall be followed. 
 
 To satisfy the actual teaching requirement in directed or 
 practice teaching each student teacher shall have taught at least 
 30 clock hours of regular class work. In the high school, how- 
 ever, one complete lesson unit of usual length will be inter- 
 preted as an hour's teaching. It is recommended that the stu- 
 dent teach one hour daily until the requirements shall have been 
 satisfied. 
 
 At least one half of the teaching in the elementary classroom 
 shall be done by the critic teacher or regularly employed teacher, 
 and at least two fifths of the teaching in the high school shall 
 be done by the regularly employed teacher. If a student teacher 
 has done all of her teaching in a single subject with the same 
 group of children it is recommended that no other student teacher 
 be assigned to that work until the children have been taught for 
 at least two weeks by the regular teacher. 
 
 No critic teacher may be responsible for more than eight 
 student teachers daily, and ordinarily not more than six student 
 teachers should be assigned. Not more than one student teacher 
 shall be assigned to teach under a critic teacher during a single 
 class period. A class period is interpreted as the time required 
 for the completion of a recitation in such subjects as English, 
 history, arithmetic, etc. 
 
 A critic teacher should have sufficient time from her other 
 duties to conduct conferences with student teachers, read lesson 
 plans, etc. Each critic teacher should conduct personal confer- 
 ences equivalent to one hour each week with each student teacher, 
 and when there are more than four student teachers assigned 
 daily to any critic teacher, she should hold at least one hour 
 group conference weekly with all her student teachers. 
 
 Critic teachers shall not be assigned to regular teaching them- 
 selves at any time when student teachers are practicing under 
 their direction. 
 
 In their practice teaching the student teacher shall be rated 
 by the supervising member of the Department of Education, the 
 proper representative of the academic department concerned, 
 and the critic teacher under whom she teaches. These conclu- 
 sions and ratings shall constitute a formal part of the perma- 
 nent record of the student, and should be made available to su- 
 perintendents when they consider the employment of teachers. 
 
in the Senior Colleges of North Carolina 13 
 
 IV. suggestions on financing student teaching 
 
 It is not expected that the regular public school salary sched- 
 ule will be sufficient to secure and hold the kind of critic teachers 
 needed. It is assumed the cooperating college will need to sup- 
 plement that schedule to the end that the best possible teachers 
 may be had. Other things being equal, the larger the supple- 
 ment the more satisfactory the conditions will be. The greater 
 the supplement the more privileges and rights the college would 
 have in the selection and supervision of the critic teachers, and 
 the more satisfactory could be the services demanded of them. 
 It is conceivable, however, that a college may be so located and 
 so blessed that the services desired may be had with little or no 
 supplement. In no case is it assumed this supplement will be 
 uniform in all the colleges. So universal, though, is the practice 
 of paying some supplement, that it has been considered desir- 
 able to make some suggestions with reference to this. As a sug- 
 gestion and possible solution it is recommended that each critic 
 teacher who is a member of the public school faculty and who, 
 therefore, already receives the maximum salary under the public 
 school schedule, receive from the college financial assistance as 
 follows : 
 
 1. That she be paid $1.00 for each lesson taught for organized 
 and regularly scheduled observation and demonstration. The 
 record of these lessons shall be kept by the head of the Depart- 
 ment of Education in cooperation with the high school principal. 
 
 2. That the critic teacher be paid $12.50 for each student 
 teacher who has been assigned to her and under whom she does 
 her practice teaching. If the student teacher teaches under more 
 than one critic teacher, this sum shall be divided among the critic 
 teachers in direct proportion to the amount of actual student 
 teaching for which she was responsible. 
 
 3. That when a critic teacher teaches a course in materials 
 and methods, or any other course in college, she be paid at the 
 rate of $50.00 for each three semester hour course. 
 
 As a source of revenue for the college it is suggested that 
 each student who engages in practice teaching pay a $15.00 
 Practice Teaching fee. This would be somewhat analogous to 
 the fees which are now paid for sciences and other laboratory 
 subjects. This fee would, in a large measure, care for the items 
 of expense which have been suggested. 
 
14 Standards and Suggestions for Practice Teaching 
 
 In, connection with this proposed fee it may be well to note 
 that this is the general practice in those liberal arts colleges 
 and other institutions that rely upon local public schools for 
 practice teaching facilities. In a majority of the institutions 
 studied, and the study pretty largely covered the entire United 
 States, the students pay a fee that ranges from $10.00 to $50.00. 
 In North Carolina, the students could well afford to pay this fee, 
 inasmuch as on the State Salary Schedule there is a difference 
 of $10.00 per month between the salary on a Class A Certificate 
 which would be issued provided one had the Practice Teaching 
 and the Class B Certificate which would be issued without it. 
 This would amount to $80.00 or $90.00 the first year. In ad- 
 dition to this actual salary difference, it should be understood, 
 also, that the chances for securing employment would be ma- 
 terially enhanced by holding the Class A Certificate. 
 
 v. contract between college and board of education 
 
 It is recommended that there be a formal written contract 
 between the college and the proper administrative body of the 
 local practice school. This contract would define the relation of 
 the college and the local school or schools used for practice teach- 
 ing, and would constitute the working agreement between the 
 two parties. Admittedly there are rights and privileges which 
 each party should have and these should be recognized and form- 
 ally agreed to. It is understood, however, that no terms in the 
 contract would be in violation of the general principles and 
 standards which have been set up for the acceptable administra- 
 tion of this work. 
 
 APPENDIX 
 
 A. Selected Bibliography on Observation and Practice Teaching 
 
 Directed Observation and Supervised Teaching, W. H. Black- 
 hurst. 
 
 The Observation of Teaching, C. R. Maxwell. 
 
 Types of Teaching, Lida B. Earhart. 
 
 The Administration of an Elementary School, Arthur S. Gist. 
 
 Projects in Observation and Practice Teaching, H. H. Hahn. 
 
 A Problem Outline in Fundamental Principles of Teaching 
 and Learning, Maxwell G. Park. 
 
 Manual of Observation and Participation, Myers & Beechel. 
 
 Observation and Study Manual, Franzen and Stanforth. 
 
in the Senior Colleges of North Carolina 15 
 
 B. Student Teacher's Report Blank 
 
 Name Address 
 
 Classification in College 
 
 Grades taught Subjects taught 
 
 Number of Children in your Group 
 
 / Individual 
 
 Number of Conferences with 
 Critic Teacher 
 
 Number of Conferences with 
 Head Department Education. 
 
 General 
 
 Individual- 
 General 
 
 Number of Conferences with / Individual. 
 Supervising Member of 
 Education Department Group 
 
 Number of Conferences with / Individual. 
 Supervising Member of 
 Academic Department Group 
 
 Name of Critic Teacher 
 
 Date 
 
 Signed. 
 
 Student Teacher. 
 
C. Score Card on Estimation of Student Teachers 
 
 Name of Student Teacher. 
 
 Score 
 
 A I B CD E 
 
 Personal Qualities 
 
 1. Ability to meet people 
 
 2. Self-control and poise 
 
 3. Initiative and originality 
 
 4. Vitality, health, force, enthusiasm- 
 
 5. Ability to cooperate 
 
 6. Personal appearance .. ■_ 
 
 7. Intelligence 
 
 8. Voice - 
 
 II. Teaching Qualities 
 
 1. Mastery of the subject matter 
 
 2. Skill in 
 
 (a) Questioning 
 
 (b) Assigning work 
 
 §. Ability to induce worthwhile pupil- activity.. 
 
 4. Patience and sympathy with learners 
 
 5. Resourcefulness and inventiveness in method 
 
 6. Quality of English used in teaching 
 
 7. Neatness in work . 
 
 III. Management Qualities 
 
 1. Ability to diagnose and correct distracting class 
 room influences 
 
 2. Ability to manage matters of routine ."— 
 
 3. Ability to manage class 
 
 4. Attention to physical condition of school 
 
 IV. Professional Attitudes 
 
 1. Spirit toward work 
 
 2. Earnestness of attitude toward teaching as a life 
 
 work 
 3. Evidence of desire to achieve professional success- 
 
 V. Remarks 
 
 1. What part, if any, of her work is unsatisfactory?- 
 
 2. How could this teacher most improve? 
 
 Date 
 
 *Signed 
 
 "Separate reports should be filed by critic teacher, head of Education Department, super- 
 ising member of Education Department, and proper member of academic faculty. 
 
Makers 
 Syracuse, N. Y. 
 
 PAT. JAN 21,1908 
 
 UNIVERSITY OF N.C. AT CHAPEL HILL 
 
 00034037346 
 
 FOR USE ONLY IN 
 THE NORTH CAROLINA COLLECTION 
 
 Form No. A-368, Rev. 8/95