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

2. 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).

3. 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

4. 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.

5. How does a teacher become Clinical Faculty?
Complete an application process that includes a principal recommendation.
To view the application, visit: .
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.

6. 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.

7. 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 & Bookstore
Digital badge

8. 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.

9. 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.

10. Assessment Process for Earning the Clinical Faculty Designation
Tentative Schedule: 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.

11. 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.

12. 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.

13. META Representatives Chesterfield County Public Schools
Dr. Jaime Stacy
Instructional Development Specialist
Hanover County Public Schools
Dr. Amy Thompson
Professional Development Coordinator
Henrico County Public Schools
Mrs. Angela Stewart
Education Specialist, Staff Development
Richmond Public Schools
Dr. Darlene Currie
Director, Office of Professional Development

14. 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