3Overview Overview of Orientation Memorandum of Agreement ResponsibilitiesEvaluation ProcessValuable InformationOverview
4Vocabulary Old terms New terms Student Teaching Student Teacher Cooperating TeacherClinical PracticeCandidateCollaborating TeacherVocabulary
5Memorandum Clarifies purpose and roles Supervisor's Role Candidate’s RoleCollaborating Teacher’s RoleAll three must sign this memo during the first week acknowledging that everyone is familiar with the expectations.
6Supervisor’s role Supervisor visits every other week Minimum of 8 visitsEvery visit must include an observation except 1st, Midterm, and FinalMinimum of 5 full observationsMidterm – 8th or 9th weekSupervisor and Classroom Teacher Collaborate on AssessmentONLINE Evaluation RubricFinal 16th weekSupervisor and Classroom Teacher Collaborate on the AssessmentSupervisors, Collaborating Teacher and Candidate ConferenceSupervisor assigns final grade with input from collaborating teacherPage 4 Handbook
7Supervisor’s role (HPE, ART, Music) Supervisor visits/contacts every weekMinimum of 8 visitsEvery visit must include an observation except 1st, Midterm, and Final)Minimum of 3 observationsMid-quarter – 4th or 5th weekSupervisor and Cooperating Teacher Collaborate on Assessment (Supervisor fills out)Online Evaluation RubricQuarter- 8th week (Final)Supervisor and Collaborating Teacher Collaborate on the AssessmentSupervisors, Collaborating Teacher and Candidate ConferenceSupervisor assigns final grade
8Candidate’s roles Uphold professional attendance policy Follow Rowan’s calendar for 1st and last dayFollow District’s calendar for holidays and vacationsSemester -Quarter 3 (first half of spring semester) –Quarter 4 (second half of spring semester) –Dress appropriatelyPersonal AppearanceWell groomedFacilitate the learning process in your classroom
9Candidate’s Attendance AbsencesCandidates are expected to be at their school EVERY DAYSerious illness and loss of immediate family are only exceptionsContact collaborating teacher and supervisor the night beforeExtended illness – Must contact supervisor to make up daysMore than 3 days – Supervisor, District, OFE, and Collaborating Teacher must agree on extensionPage 8 Handbook
10Candidate’s Roles Read and follow the Clinical Practice Handbook Keep weekly logWrite Lesson Plans (samples on page )Up to Cooperating Teacher (District vs. Rowan)Observe other teachers in schoolAttend Parent-Teacher ConferencesEngage in Professional DevelopmentDevelop and Maintain a Positive Rapport with the Learning Community
11Candidate’s roles Assume full time teaching by mid point Team Teaching is permissibleProvide lesson plans one week in advance to university supervisorAre allowed to volunteer, but are not permitted to be paid for anything
12Collaborating Teacher’s roles Develop an agenda for 1st meetingTalk about yourself, teaching style, educational philosophy, subject, school/districtGoals, expectations, responsibilities etc.Prepare materials that the candidate will need to be successfulSet up observations with other teachers/guidance/administratorsDevelop a regular schedule for meetings
13Collaborating Teacher’s Roles Ask candidate to discuss his/her profilePrevious field experiencesCourses taken in particular areaEducational experiences (High School, substitute, coaching etc)Educational Philosophy
14Collaborating Teacher’s roles Provide an area for the candidate to workPrepare the school/community for your candidateMap of school – Bathrooms, faculty lounge etc.Textbooks with teacher editions and curriculum guidesClass lists and seating charts
15Collaborating teacher’s roles School/District handbook for candidateSpecial needs (504, IEP’s)Discipline PolicyHealth and Safety information–Expectations during the following:Fire drillSecurity drills (Various Lockdowns)
16Candidates observing collaborating teachers Before the ObservationShare the lesson objective with the candidateAsk candidate to watch for certain thingsDuring the ObservationHighlight aspects of your teaching as you go alongAsk the candidate to write questions to ask after the observationAfter the ObservationMeet to discuss the lessonAsk the candidate what he or she observed - commentsA Handbook for Techniques and Strategies for Coaching Student Teachers – Allyn & Bacon
17Pre observation conference Review plans for lessonDiscuss:Objectives, connections, activities, assessmentPrepare candidate to accommodate individual differencesEstablish a focus during the lesson (I am looking for X,Y,Z)
18Post observation conference Share your impressionsWhat was effectiveWhat you learnedWhat would you changeDon’t be cruel, but be honestWhat would you like to see next timeHow can the candidate extend the learning
19Candidate’s assessment Be both positive and constructiveIdentify and discuss/report problems immediatelyMid-terms – Doesn’t count against candidate’s final grade and could provide a wake up call
20Online Evaluation Instrument All midterm and final evaluations must be completed onlineInstructions will come from the Rowan SupervisorSPA Addenda are also included with the evaluation rubric
2112 assessment standardsNon-Negotiables – How candidate fulfills professional duties and responsibilities to the students and the UniversityInstructional Planning and Strategies – Lesson plans (daily, weekly, unit)Subject Matter Knowledge—Understands and knows contentHuman Growth and Development – How children develop and learnDiverse Learners – How to differentiate instructionSpecial Needs – How to adapt and modify instruction to accommodate special learning needsLearning Environment – How to create individual and group setting to encourage positive interactionCommunication – Effective verbal, nonverbal, and written communicationAssessment – How to use multiple assessment strategies and interpret the resultsCollaboration and Partnerships – How to build relationships with families and the school communityDispositions – How to evaluate the effects of their actions on othersProfessional Development – Pursues opportunities for professional growthPage Handbook
22Specialized Professional Association (SPA) Peer-reviewed assessment form distributed by the supervisorsGathers discipline-specific performance dataUsually has ten or fewer elementsAnd yes, the supervisor fills this in on the online forms
23AssessmentCandidate must “Meet or Exceed” Expectations for all indicators to be recommended for certificationMid Semester (and quarter) – When candidates do not meet expectations, the result may be:10-Day Plan (86-89)Discontinuance of Clinical Practice (98-100)
24AssessmentArrange for observations of areas that may not be evaluated/available/covered in your classroom, such as:ELLIEP504
25Teacher Work Sample (A Growth Model Methodology) Every candidate must complete this 7 element capstone portfolioSupervisors will grade, but collaborating teachers’ support and assistance is imperativeCandidates should begin immediately with Element #1 (Contextual Factors) and continue with succeeding elements at a regular pace as units are developedTeacher Work Sample is not an addition to regular clinical practice work but rather a different way of reporting what is being doneSee pages in Handbook
26Suggested Timeline (Semester) Weeks 1 and 2Organize initial meeting for signing Memorandum of Agreement.Create a set of emergency plans.Complete Teacher Work Sample Element #1 during first week.Collaborating teacher continues regular teaching of classes (learning experience for candidate).Week 3Release one class or subject to candidate.Engage in reflective practice.Continue development of Teacher Work Sample Elements 2-4Weeks 4-8Release a new class or subject each week.Assign a full schedule by Week 8.Collaborate with Supervisor on Performance Evaluation Rubric for Mid-Term.Weeks 9-14Candidate full-time teacher.Engage in teaching unit for Teacher Work Sample including all pre-, during, and post-assessment data collectionWeeks (Disbanding)Begin to take courses back.Ensure that candidate has completed all Teacher Work Sample elements.Collaborate with Supervisor on Performance Evaluation Rubric for Final Grade.
27Suggested timeline (quarter) Week 1Organize initial meeting for signing Memorandum of Agreement.Create a set of emergency plans.Assist students in setting up observations with other teachers.Collaborating Teacher continues with regular teaching of classes (learning experience for candidate).Week 2Assist student in formulating a project/completing Teacher Work Sample as appropriate.Discuss opportunity for developing a Unit Plan with candidate.Continue regular teaching of classes with candidate observing you.Engage in reflective practice.Weeks 3 - 4Finalize project plans with student.Finalize unit plan with student. (Teacher Work Sample)Release one or two classes to candidate each week.Weeks 5 - 7Candidate full-time teacher.Weeks (Disbanding)Begin to take classes back one at a time.Collaborate with Supervisor on Performance Evaluation Rubric for Mid-term or Final Grade
28Special education overview If you are blendedin a classroom with a special education and a regular education teacherregular education candidates begin teaching around 4th or 5th week then SpEd teaching follows this timeline for last 6 weeks.If you are combinedclinical practice split 10/6candidate teachers with regular education teacher for the first 10 weeks and with the SpEd teacher in a different classroom for the last 6 weeks.Candidate begins teaching full load in 4th or 5th week.If you are extended6 weeks at the beginning of the fall or spring semester after candidate has completed 16 weeks of clinical practicefollow timeline on the next slide.
29Suggested timeline (Special Ed 6 weeks) Create a set of emergency plans.Regular teaching of classes for first two days.Allow candidate to assist in instruction of a small group in one academic area.Engage in reflective practice.Week 2Release one academic area or subject per day to candidate.Review student’s plans for a tiered activity for the class/group assigned in one academic area.Review student’s anchor plans for the remainder of class/groupShare plans of differentiated instruction in your inclusive classroom so candidate can assess the population.Weeks 3 – 5Candidate full-time teacher.-some co-teaching is allowedGive feedback on Assessment Plans and Implementation Reports.Weeks 6 (Disbanding)Begin to take classes back one at a time.Collaborate with Supervisor on Performance Evaluation Rubric for Final Grade.
30Final week Collect all materials that candidate borrowed Textbooks, resource materials, graded papersThink about future relationship with candidateEncourage candidate to write thank you letters to anyone in the building who was of assistance and university supervisorAssist worthy candidates in finding a jobAcknowledge yourself for being a collaborating teacher this semester!!!!!
31Thank you!!!Without you, the next generation of teachers will not be prepared. You touch the future; you teach. You teach not only the children in your classrooms, but also the candidates from Rowan. Be professional, honest, and fair in your handling of all issues related to clinical practice, and your candidate will grow each day while in your care.
32Questions? answers!Please follow this link for the short quiz. After you complete the quiz, your responses will be recorded and you will be eligible for 2 PD hours. Thank you again!Quiz URL: https://www.surveymonkey.com/s/RUclinicalpractice