Module 2: Welcoming Students into the School Community

Module 2 Progress

Creating a learning environment for your PST so they feel accepted and respected.

It is necessary to develop a relationship with the PST, even if they are only with you for a short period of time. While it is essential to know the expectations of the PST in the placement, which will be covered in module five, it is also just as important to get to know the PST as an individual.  This can begin with getting to know them outside of the classroom including their interests and background.

Treating the PST like a professional, including engaging in conversations about the field of education and decision making processes, will help build their confidence as an educator and as an equal.  Once a relationship is established, the PST will feel more comfortable asking questions, getting involved in the classroom, interacting with students, and interacting with school faculty and staff.

  • Give out your phone number or e-mail address to allow for the free exchange of professional dialogue.
  • Set clear expectations and respect PST feedback.
  • Model expectations; always be willing to explain why you did what you did.
  • Constantly reassure the PST that it is ok to ask questions.
  • Develop a relationship with them by sharing personal stories and experiences.
  • Provide the PST with opportunities to take on teaching responsibilities, providing positive constructive feedback including areas of strength and growth.
  • Have a growth mindset and be willing to learn and experience new things from your PST. Believe that PST ideas can be meaningful to the curriculum. This will help foster a growth mindset for your PST.
  • Encourage your PST to attend events outside of the school day such as performances, sporting events, PTA meetings, conferences, etc, especially if they are in their later practicum experiences and preparing to student teach.
  • Continue to dialogue with PST even after they have left your classroom, encourage a continued relationship and conversation to help them continue to grow as a PST/teacher.

Examples of ways to engage in a professional discussion with a PST from Mentor CTs:

Elementary: “We always have team meetings once a week at our school. Our PST will come in and observe and give input during these meetings. After one meeting we had to come up with students for RTI (2 from each homeroom), so I had my PST sit with me and go over data (PALS, QRI, sight words, etc) and discuss which would be the best candidates to go into RTI and why. I set aside planning to do this. We also continued our discussion during lunch. I think that’s the hardest part is trying to find the time.” C. Eckelman, Mentor CT, 1st grade

Secondary: “I’m a high school teacher so we have 90 min. planning/duty daily so I have time to communicate with my PST.  I discuss lesson planning, timing of assignments, and classroom management the most.  I like to discuss things by asking PSTs- in a sincere, non combative [neutral or non-judgemental] manner- why do you do or believe the way you do in planning/ teaching/ etc., and then let’s discuss if this belief works toward student learning.  (Things should be intentional [to work towards metacognition thinking].)” J. Ryan, Mentor CT, English

Questions for Reflection

  1. How might you develop a meaningful and respectful relationship between you and your PST?
  2. How can you help your PST to emulate relationships with your PK-12 students and school faculty and staff?
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