Presentation on theme: "FALL 2011 Clinical Practicum Morehead State University."— Presentation transcript:
FALL 2011 Clinical Practicum Morehead State University
Greetings, Thank you so much for joining Morehead State University in its efforts to provide future teachers for the state of Kentucky. It is my pleasure to be assigned to work with you as the University Supervisor. I will be mentoring your assigned clinical practice candidate in the many new changes that has occurred in the College of Education. I am looking forward to working with you to provide a positive learning environment that will benefit both you and your assigned candidate. The focus of the 1st placement, or the first 8 weeks, is the implementation of the Teacher Performance Assessment (TPA). Your clinical practice candidate is now required to teach a 3-5 day Sequential Unit Plan during the 6 th, 7 th or 8 th week of this placement This plan is a very detailed unit that provides hands-on experience in developing lesson plans, assessment and student analysis. You will need to provide your candidate with a topic for designing this Unit as soon as possible. Each week they will build on this plan through specific assignments and will be provided immediate feedback on the accuracy of the development. During the 2 nd placement, or the last 8 weeks, the clinical practice candidate will be completing his/her TPA assignments, but will be finished with the teaching section of the unit. He/she will now have time to complete a solo week, either during week 13, 14 or 15 of this semester. I know this is an exciting time in the educational path of your assigned candidate, so hopefully together we will be able to provide the necessary direction that they need to become an effective teacher. Again thank you for agreeing to mentor a clinical practice candidate and I will be visiting your classroom soon. Please feel free to me with any questions, concerns or problems. Kathy M. Frederick University Supervisor 301F Ginger Hall Morehead State University
The focus of the 1 st placement is the implementation of the Teacher Performance Assessment (TPA). Your teacher candidate is now required to design and implement a 3-5 day Sequential Unit Plan during the 6 th, 7 th or 8 th week of this placement. This plan is a very detailed unit that provides “hands-on” experience in developing lesson plans, assessment and student analysis. You will need to provide your teacher candidate with a topic for designing this Unit as soon as possible. Each week they will build on this plan through specific assignments and will be provided immediate feedback on the accuracy of the development by the University Supervisor.
Complete contract with the Educational Service Unit. Complete 2 formal observations using the Clinical Practice Record of Performance on Folio 180 to document the progress of the assigned teacher candidate. Complete disposition at the end of the placement. Model best practices, strategies and techniques and procedures for the teacher candidate. Conference with your student teacher daily. Do not assume anything, be assertive and provide constructive feedback.
Is available on the Education Service Units website located at Become familiar with: ~ your role as a principal/cooperating teacher ~ policies and program information ~ transition points ~ conceptual framework
Cooperating Teacher’s schedule is the candidate’s schedule which includes early duty, late duty, faculty meetings and professional development. Candidates are to complete Daily Planner/Lesson Plans and the cooperating teacher must approve them weekly. Candidates must be on time everyday and well prepared to teach. All appointments are to be scheduled after school hours. No employment interviews are to be scheduled during the school day. Candidate’s are allowed 2 excused absences for the semester, all other absences must be made up at the end of the placement. Teacher Candidates are to be supervised by the Cooperating Teacher at all times, they are NOT to be left in the classroom unsupervised. If the CT is absent a certified substitute must be called to fulfill the role.
Is located on the back of the Mentoring Inventory, and is the responsibility of the Teacher Candidate. The time card is to be completed weekly and initialed by the cooperating teacher. The inventory can serve as a great conferencing tool between you and your teacher candidate, when you address any of the bullets please date and initial the standards that have been discussed. The time card is the official document for completion of the Clinical Experience and will be submitted on the last day of the semester.
Attendance is mandatory for all seminars. Candidate has schedule of required attendance dates.
Each cooperating teacher will complete two formal observations using the Clinical Practice Record of Performance. Observations are to be a complete KTIP lesson followed by a conference with the cooperating teacher and student teacher. Schedules sometimes prevent cooperating teacher conferences; however, communication between the US and the CT via telephone or should provide for conversations that keep both supervisors alerted to student progress. Please submit each observation on Folio 180 when the observation is complete. This will allow the University Supervisor the opportunity to view your suggestions for the candidate. (Please do not delay posting observations. Post ASAP) All candidates are required to follow the KTIP lesson plan format for observation. The KTIP lesson plans for all observations are to be submitted by two days prior to the observation. This provides time for revision suggestions to be made by the supervisors, as well as prepare them for the evaluation process. Candidates are to complete the Instructional Impact/Analysis of Teaching and Learning and the Instructional Refinement within two days after instruction and to their University Supervisor. The US will complete 2 formal observation in each classroom and provide feedback for professional growth. Cooperating teacher will be provided dates that the University Supervisor will be in the classroom A suggested schedule will be provided for your convenience.
Teacher candidates are to dress professionally. They are NOT to wear: hats jeans short skirts tennis shoes low necklines tops that expose the midriff male candidates are expected to wear a dress shirt (and tie if your school dress code requires). Candidates should be prepared and organized. Candidates should not use a cell phone, which includes texting, during the school day. Cell phone may be used during breaks only and must be left in the silent mode position. Candidates are to be proactive and professional behavior is expected at all times.
Teacher Candidates are not to transport students at anytime! Teacher Candidates must be supervised at all times during the instructional day. Teacher Candidates do not serve as a substitute teacher while completing the Clinical Practice.(Attorney Generals ruling on Placement of student teachers OAG 75-70) However, they can implement instruction in the absence of the CT if a qualified substitute is present in the classroom. Teacher candidates are not teacher’s aides, they are to be engaged in the daily instruction. If papers are to be graded or materials prepared, (ex. running off papers, running errands, recording grades) this must be done during planning time, before school or after school.
If at any time, problematic issues surface, please contact the University Supervisor or the Education Service Unit: Kathy Frederick – Beverly Winkleman – Education Service Unit