VCU Clinical Faculty Program Dr. Terry Dozier, Director VCU Center for Teacher Leadership Mrs. Stacey Branch Coordinator, Clinical Faculty Program

Who are we? The VCU Clinical Faculty Program was created and is supported by the Metropolitan Educational Training Alliance (META), a partnership among Chesterfield County Public Schools, Hanover County Public Schools, Henrico County Public Schools, Richmond City Public Schools, and Virginia Commonwealth University (VCU).

Metropolitan Educational Training Alliance (META) – February 2001 Chesterfield County Public Schools Hanover County Public Schools VCU School of Education Richmond Public Schools Henrico County Public Schools META

Goal of META META’s goal is to increase student achievement by developing and retaining more effective teachers by... Ensuring consistency and quality in clinical placements by recruiting and training teachers for the VCU Clinical Faculty Program which is based on the New Teacher Center, Santa Cruz program, a nationally-recognized, research-based mentoring model.  VCU Clinical Faculty support the growth and development of preservice teachers, helping to shape their attitudes and dispositions about teaching and enhancing their knowledge and skills in the classroom.

How does a teacher become Clinical Faculty? Complete an application process that includes a principal recommendation. To view the application, visit: https://ctl.vcu.edu/clinical/ . Apply Attend five Clinical Faculty modules - one full-day module on a Saturday followed by four modules after school. Attend Training Practice using the coaching tools and language with a pre-service, novice, or veteran teacher. Coach Collect and reflect on data of your coaching practice. Collect & Reflect Submit coaching tools, a video recording of a reflecting conference, and responses to two reflective questions. Complete Assessment Process 2:50-3:10 (20m) PP 34 Growing as a Professional: Earning the Clinical Faculty Designation CF Designation: 3:05-3:10 (5m) Briefly discuss each of the steps. Segue: Our last activity considers the attributes of an effective clinical faculty member.

VCU Clinical Faculty Training The Foundations in Mentoring for Clinical Faculty Level 1 is a foundational training that focuses on the knowledge, skills, and understandings that are critical for those who work to support the growth and development of preservice, novice, and veteran teachers.

What does it mean to become Clinical Faculty? VCU Clinical Faculty members are part of a select and highly trained corps of teacher leaders. VCU Clinical Faculty members receive… Training and experience to enhance teaching skills Verification for recertification points for the training (up to 45 points) Priority for intern/student teacher placements as well as other opportunities to work with VCU preservice teachers Opportunities for further professional growth and leadership roles Honorarium for hosting an intern/student teacher VCU library privileges 10% off of purchases at the Barnes & Noble@VCU Bookstore Digital badge

Who are we looking for? Teachers who… are distinguished by exemplary practice; accomplished with positive human relations skills; seek professional growth and ways to expand their roles within the classroom and their school; and who want to give back to the profession by contributing to the development of preservice and novice teachers.

Who is eligible to host a VCU intern/student teacher? Teachers who… hold a valid Virginia Collegiate Professional Certificate and Virginia Teaching Endorsement in the area in which they are teaching; have a minimum of three years of successful classroom teaching experience; have a full-time teaching assignment with Chesterfield County Public Schools, Hanover County Public Schools, Henrico County Public Schools, or Richmond Public Schools; have a teaching assignment in one of the following areas: Art Education Elementary Education Middle or High School Education (English, Math, Social Studies, Science)* Middle/High School Science (Biology, Chemistry, Earth Science, Physics)* *Teachers at the middle and high school level may teach a maximum of two AP, and/or non-core classes. Music Education Special Education (General Curriculum or Early Childhood Special Education); and have the approval of the principal to host an intern/student teacher.

Assessment Process for Earning the Clinical Faculty Designation Tentative Schedule: 2019-2020 Clinical Faculty Training Modules 2-5 take place during the week. The entire training session occurs over an 8-9 week period. Fall Spring Topic Learning Activities Saturday, August 24 8:30am- 4pm Saturday, January 11 Module 1: The Coaching Philosophy Coaching Philosophy Coach’s Role Coaching Language Collaborative Reflection Log Clinical Evaluation Continuum Individual Learning Plan Practice using the coaching language Use the Collaborative Reflection Log with your preservice or colleague teacher. Review the continuum with your preservice or colleague teacher. Monday, September 9 4:30-7pm Thursday, January 23 Module 2: Observation and Data Collection Data Collection Tools   Complete an Individual Learning Plan Experiment with data collection tools. Share the data with your preservice or colleague teacher. Tuesday, September 24 Tuesday, February 4 Module 3: Coaching Cycle Planning Conference Observation and Data Collection Analyzing Data Giving Feedback Engage in a Planning Conference using the Planning Conference Protocol and the Notetaking Guide. Observe your preservice or colleague teacher and collect data using one of the data collection tools. Complete the Preparation Guide for Analyzing Data. Collaboratively reflect on your preservice, novice, or veteran teacher’s lesson, including the data you collected, using a Collaborative Reflection Log. Thursday, October 10 Thursday, February 20 Module 4: Coaching Cycle Reflecting Conference Plan for Reflective Growth Assessment Process for Earning the Clinical Faculty Designation Conduct a complete coaching cycle with your preservice teacher or colleague teacher using the formative assessment tools introduced in training. Video or audio record the Reflecting Conference. Respond to two reflective questions. Wednesday, October 30 Monday, March 9 Module 5: Formative Assessment Differentiation of Tools Artifacts of the Coaching Practice Reflecting on Your Practice Coaching Cycle tools with video/audio of the Reflecting Conference and responses to two reflective questions due at designated times each semester.

Training Outcomes By the conclusion of this training, participants will be able to… create professional growth environments for pre- service teachers grounded in the norms of continuous inquiry, ongoing assessment, and problem-solving; recognize and practice the attitudes, behaviors, and skills of effective coaching; use various tools that support an integrated system of formative assessment and support.

Training Requirements To be successful in the training… Attend all five training modules; Coach a VCU preservice teacher, or if not assigned a VCU preservice teacher during the training, coach a novice or veteran teacher in your school. Consistently demonstrate best practices in content/subject area; Maintain a portfolio of examples showcasing the use of the coaching tools and language; and Complete all learning activities and the assessment.

META Representatives Chesterfield County Public Schools Dr. Jaime Stacy Instructional Development Specialist jaime_stacy@ccpsnet.net Hanover County Public Schools Dr. Amy Thompson Professional Development Coordinator acthompson@hcps4.hanover.k12.va.us Henrico County Public Schools Mrs. Angela Stewart Education Specialist, Staff Development alstewart@henrico.k12.va.us Richmond Public Schools Dr. Darlene Currie Director, Office of Professional Development dcurrie@rvaschools.net

For more information, contact… Stacey Branch Coordinator, VCU Clinical Faculty Program Center for Teacher Leadership VCU School of Education 3600 W. Broad Street, Suite 300 Richmond, VA 23230 780-0330 cfprogram@vcu.edu