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University Supervisors Orientation

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Title: Findings from Stamats Author: WCU Last modified by: Amanda Chapman Created Date: 12/3/2010 7:42:49 AM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Title: University Supervisors Orientation


1
University SupervisorsOrientation
Welcome!
2
Agenda
  • Welcome Introductions
  • Roles Responsibilities
  • Intern I
  • Intern II/Student Teachers
  • Observation Forms Discussion
  • Travel
  • Procedural Information
  • Dropbox
  • Q A

3
OFE Staff
  • Dr. Chená Flood
  • Director OFE
  • Amanda Chapman
  • Lead University Supervisor Instructor
  • Maya Bennett
  • New Early Field Experience Placement Coordinator
  • Eric Gatilogo
  • Administrative Assistant

4
What does it mean to be a University Supervisor?
5
Relationships in Internship
6
Roles Responsibilities
Serve as the liaison between the intern and the university. Foster a supportive relationship with intern, cooperating teacher, and host school Roles and Responsibilities still differ from program to program so please refer to the 2015-2016 Handbook. Serve as the liaison between the intern and the university. Foster a supportive relationship with intern, cooperating teacher, and host school Roles and Responsibilities still differ from program to program so please refer to the 2015-2016 Handbook.
CHANGES CHANGES
Previously Now
Autonomy within the WCU guidelines and requirements You cannot ask students to do/submit/etc. anything that is not listed as on their programs requirement list. You MUST follow each program requirements. Unless there are issues that result in an action plan.
7
FYIProgram Requirements
  • Some programs have different requirements for the
    internship/student teaching component of the
    program.
  • For example, some programs require all students
    to complete an Intern I experience.
  • Some programs do not require an Intern I
    experience, but encourage the students to go
    through it.
  • Some programs do not offer an Intern I experience
    at all. It can make it challenging to keep track
    of your interns if you are telling them one thing
    and a seminar instructor is telling them
    something else.
  • Be aware that one interns experience may look
    completely different than another interns
    experience in terms of completing requirements.

8
Internship I
9
University Supervisor Visits for Intern I 3-4 in all, including at least 2 face-to-face observations University Supervisor Visits for Intern I 3-4 in all, including at least 2 face-to-face observations
1. Initial Contact Review this checklist, exchange contact information, answer questions, and clarify expectations for the semester.
2. Formal Observation Plans for EACH observation must be approved by the Cooperating Teacher at least two days prior to the lesson and then emailed to the University Supervisor/Academic Supervisor prior to scheduled observation. Written feedback will be provided to the Intern for each formal observation.
3a. Midterm Conference The University Supervisor may schedule a formal observation at this time to correspond with this school visit. The midterm will be a conference among the US, CT, AS, and Intern. The conversation should include the completion of the Intern I midterm evaluation form and should be formative in nature, focusing on the interns strengths and needed growth areas.
3b. Formal Observation Provide meaningful written feedback to intern.
4. Final Conference The university supervisor may schedule a formal observation to correspond with this school visit. The final evaluation will be a conference with the US, CT, AS, and Intern. The conversation should include the completion of the Intern I final evaluation form and should be somewhat summativedescribing the Interns progress during the semesterbut should primarily focus on the interns strengths and needed growth areas going into the Intern II semester. The Certification of Teaching Capacity may be introduced so the CT and the Intern will be prepared to use it next semester. The discussion might also include lesson planning and the opening schedule for next semester. The Intern I grade sheet should be completed as well.
10
Cooperating Teacher Feedback The cooperating teacher will provide regular formative feedback on lessons taught and overall teaching knowledge, skills, and dispositions. Cooperating teachers are required to provide written feedback for at least two lessons during the internship one prior to the mid-term conference and one prior to the final evaluation conference. Cooperating Teachers MUST Initial the U.S. Checklist to certify that they have given feedback to their interns.
Video Recordings At least one lesson during the semester should be video recorded. The purposes of the video lesson are for the intern to be able to evaluate his/her teaching and to practice video recording for future edTPA work. The intern will complete a self-reflection for the video and then upload the video and self-reflection on TaskStream within the Initial Licensure Portfolio. The Intern should be sure to check the picture and audio. The University Supervisor will provide written feedback.
Lessons and Observations Individual programs, not University Supervisors, determine the specific number of lessons to be written and taught. Approximately half of the lessons should be taught by midterm and half after midterm. All lesson plans must be approved by the CT at least two days prior to the teaching event. Please see program specific guidelines.
11
New Program-based Requirements
  • Elementary Education Intern I and Intern II
  • Middle Grades Intern I and Intern II
  • HPE Intern I and Intern II
  • English Education
  • Secondary Education
  • Math, Science, Social Sciences, Art, Music,
    Spanish

12
Grading Intern Is
  • Grading
  • Grade sheet completed at final conference.
  • Make sure you have the CTs grade and initials.
  • Post grade in MyCat.
  • See Grade Sheet

13
Paperwork for OFE
  • Signed Midterm/Final Evaluation Form
  • Intern, US, CT signatures
  • Final Grade Sheet
  • Intern I US Checklist
  • Program-Specific Checklist

14
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15
Internship I Substitute Teaching
  • Internship I students may not substitute teach on
    the days they are assigned to a school
  • They may substitute teach on days they are not in
    class at WCU or required to be at the host school
    for internship (Fridays, Spring Break, etc.)
  • Students should check with the school to inquire
    about requirements and pay for substitute
    teaching.

16
Questions about Intern Is?
17
Internship II/Student Teaching
18
University Supervisor Visits 4-6 in all, including 3-4 face-to-face observations University Supervisor Visits 4-6 in all, including 3-4 face-to-face observations
1. Initial Contact Review this checklist, exchange contact information, answer questions, and clarify expectations for the semester.
2. Formal Observation Plans for EACH observation must be approved by the Cooperating Teacher at least two days prior to the lesson and then emailed to the University Supervisor/Academic Supervisor prior to scheduled observation. Written feedback will be provided to the Intern for each formal observation.
3. Formal Observation Provide meaningful written feedback to intern.
4. Midterm Conference The University Supervisor may schedule a formal observation at this time to correspond with this school visit. The midterm will be a conference among the US, CT, AS, and Intern. The conversation should include the completion of the Certification of Teaching Capacity (CTC) form and should be formative in nature, focusing on the interns strengths and needed growth areas on the CTC between now and the end of the semester. In addition, licensure requirements, including the edTPA portfolio, should be discussed.
5. Formal Observation Provide meaningful written feedback to intern.
6. Final Conference The final evaluation will be a conference with the US, CT, AS, and Intern. The conversation should be summative and will include the completion of the final Certification of Teaching Capacity form WITH SIGNATURES / INITIALS. The Intern must earn at least a 3 on EVERY standard to be recommended for licensure. This original form must be submitted to WCU and will be forwarded to the state as part of the licensure paperwork. The internship/student teaching grade sheet should be completed as well.
19
Cooperating Teacher Feedback The cooperating teacher will provide regular formative feedback on lessons taught and overall teaching knowledge, skills, and dispositions. Cooperating teachers are required to provide written feedback for at least four lessons during the internship two prior to the mid-term conference and two prior to the final evaluation conference. Cooperating Teachers MUST Initial the U.S. Checklist to certify that they have given feedback to their interns.
Video Recordings a. Interns/Student Teachers are required to record all edTPA lesson segments. Interns/Student Teachers will choose the appropriate clips from the recorded segments to include in their edTPA portfolios. b. Evaluation of videotaped lessons will be performed via the evaluation of the edTPA portfolio. No more videos/reflections for Intern II/Student Teachers!! YAY!!
20
Student Teaching Time Requirement
  • INDEPENDENT TEACHING ST collaborates with CT and
    team during the planning of units of instruction.
  • The ST performs all activities of a full-time
    teacher for a period of time. This is the
    culmination of the STs progress through the
    teacher education program and provides the
    opportunity for the ST to demonstrate his/her
    professional experience.
  • Full-time independent teaching includes serving
    as the lead teacher for the entire school day,
    including all instructional and curricular
    planning as well as all professional activities
    and duties. Full-time teaching may be extended in
    order for the candidate to demonstrate
    competencies at the proficient level.
  • Refer to the program guidelines for the minimum
    number of full-time independent teaching
    requirement for each program.

21
Portfolio/TaskStream Requirements
  • The US should ensure all these requirements are
    completed and assessed by the appropriate
    assessor.
  • edTPA portfolio Submitted by student on
    TaskStream. Evaluated by an approved scorer.
    Please see Guidelines for Supporting Candidates
    Completing edTPA.
  • EE4 Certificate of Teaching Capacity Paper copy
    with signatures turned into OFE. Online form
    also completed by US/AS at final conference.
  • Final Dispositions Assessment Completed by US at
    the end of internship/student teaching in
    TaskStream.

22
TaskStream continued
  • US, AS, and CT can work with the intern on
    completing these requirements as needed.
  • EE6 Teacher as Leader Essay Submitted by
    student on TaskStream. Assessed by seminar
    instructor. US, AS, and CT can work with the
    intern on completing this requirement as needed.
  • Individual Growth Plan Submitted by student on
    TaskStream. Assessed by seminar instructor.

23
Intern II - Substitute Teaching
  • If the school/school system allows eligible
    interns/student teachers to serve as substitute
    teachers, WCU approves a maximum of five days and
    only after carrying/sharing the full teaching
    load for two weeks. They are allowed to
    substitute only for the cooperating teacher in
    the classroom in which they are placed until the
    last two weeks of the WCU semester and after
    completing the required number of days of
    successful full-load teaching/co-teaching at
    which time they may substitute for other teachers
    in the host school.
  • Due to liability issues, an intern/ student
    teacher cannot be considered a substitute
    (thereby becoming an employee of the system)
    without being paid as a substitute.
  • WCU does not determine an intern/student
    teachers eligibility for substitute teaching
    each school/school system has requirements and
    policies regarding substitute teaching.
  • An intern/student teacher may not have any paid
    assignment in the school such as driving a bus,
    coaching or directing a band that interferes with
    any internship or student teaching
    responsibility. Intern II/student teachers should
    not accept outside employment during full-time
    teaching

24
Intern II/ST - Early Release
  • Early Release from internship/student teaching
    will only be considered for fulltime, teaching
    employment in the students area of licensure,
    will only be granted on a case-by-case basis, and
    typically will not be granted before two weeks
    from the end of the semester of the
    internship/student teaching experience.
  • Early Release from student teaching/internship
    does not mean that the candidate has graduated
    from WCU early, nor does it mean that the
    candidate has been granted a teaching license by
    the state of North Carolina.
  • All interns/student teachers officially continue
    to be students of the university until the final
    day of the universitys semester and will
    continue to be monitored by the university
    supervisor and the academic supervisor (when one
    is assigned) until the end of the universitys
    semester.
  • Detailed Early Release Procedures can be found in
    the Handbook.

25
Grading Intern II/Student Teachers
  • Grading
  • Grade sheet completed at final conference.
  • Make sure you have the CTs grade.
  • Post grade in MyCat.
  • Break down each section and give points for
    specifics.

26
Paperwork for OFE
  • Midterm Certification of Teaching Capacity Form
  • Final Certification of Teaching Capacity Form
  • Signed by intern, CT, principal, US, and AS (if
    applicable)
  • Final Grade Sheet
  • US Checklist for Intern II/ST
  • Program-Specific Checklist

27
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28
NOTICE
  • Submit all final paperwork
  • (i.e. observations, checklists, grade sheets,
    midterm/final evaluations) to the Office of Field
    Experience NO LATER THAN THE LAST DAY OF FINAL
    EXAMS.
  • This will insure that licensure procedures can be
    carried out in a timely manner.
  • I will track you downand I know people

29
  • Remind students to submit all forms and fees
    required for licensure to the Licensure
    Specialist, Barbara Schade at bschade_at_email.wcu.e
    du or (828) 227-2000

30
Questions about intern II/Student teaching?
31
Discussion Time
  • How do we perform observations?

32
Questions to Discuss
  • What do you typically observe?
  • What observation instruments do you use?
  • How do you give feedback about those
    observations?
  • How do we know we are being effective?

33
Suggestions?
  • Any suggestions for improving observation
    resources?

34
Travel
35
Travel Reimbursement
  • As of January 1, 2015, an approved rate of
    0.575/mile for adjuncts (non-residents of
    Jackson County).
  • Full-time faculty and adjuncts residing in
    Jackson County are reimbursed at 0.575/mile for
    trips under 60 miles, and 0.30/mile for trips
    over 60 miles.
  • State cars are available with one weeks notice.
  • Contact OFE if you are interested ?
  • Submit travel forms monthly for budgeting purpose.

36
Please only use the NEW Travel Forms that will be
on your flash drive, on the OFE website, and in
our Dropbox. Must be typed then printed and
signed. ONLY PRINT THE PAGES THAT YOU USE!!
37
Round Trips You go there from your home then
you go back home
Difference from Commute Mostly for Faculty You
stop by the school while out doing errands or on
your way to another job.
38
Phasing In/Out and Co-Teaching
  • Week 1
  • Observe, learn procedures, and/or small groups
  • Week 2
  • Observe, assist, and/or take over one
    subject/period
  • Weeks 3 5
  • Take over more subjects/periods and possibly
    getting into full responsibility
  • By Week 5 (Co-teaching can be implemented as
    needed)
  • Weeks 6 10
  • Full responsibility
  • (Co-teaching allowed during Week 6 and/or Week
    10)
  • Weeks 11 14
  • Gradually releasing responsibility
  • (Co-teaching and/or small groups can be
    implemented)
  • Weeks 15 16
  • Observe other grades/classes

39
Support for Co-Teaching
  • WCU fully supports a co-teaching partnership in
    which student teacher and cooperating teacher
    plan and implement instruction collaboratively,
    sharing or alternating the role of lead teacher
    as outlined here. The expectation is that all
    Intern IIs/Student Teachers will assume full
    planning and teaching responsibility for at least
    one full unit of instruction and over a period of
    time lasting at least six weeks in length,
    depending on individual program requirements.NG
  • There is no single strategy of co-teaching that
    fits every situation, nor is any one classroom
    setting limited to one strategy. The following
    are strategies that fit in various settings from
    early field experience through the final
    Internship II/Student Teaching semester.

40
Co-Teaching Models
  • SHARED TEACHING CT and ST plan together and
    teach together to the whole group/class, building
    on each others instruction, and sharing
    leadership of the lesson. Relatively common,
    especially in secondary classrooms.
  • ALTERNATIVE TEACHING CT and ST plan together.
    One leads a formal whole-group/class session. The
    class is often divided into groups for reteach,
    remediation and/or enrichment. CT and ST each
    lead groups. This method is beneficial in
    classrooms with a wide range of abilities because
    of the flexibility to use alternative methods,
    techniques, or materials to reteach and/or extend
    lessons.
  • STATION TEACHING CT and ST plan together with
    attention to group differences. Each
    monitors/facilitates a station or stations. This
    method is responsive to individual needs and is a
    venue for implementation of mini-lessons and/or
    mastery learning. Relatively common, especially
    in elementary classrooms.

41
Contract Information
  • Visit Human Resources
  • Compliance paperwork
  • Direct deposit
  • Tax forms
  • New hires need to contact Bruce Barker for an
    appointment
  • bbarker_at_email.wcu.edu or 227-3122
  • Signed Contracts (Emailed from Mary Rompf)
  • Questions or Concerns?
  • Contact Regina Aton _at_ rgaton_at_email.wcu.edu or
    227-7108

42
edTPA
  • Strategies for Formative Support
  • Formative support may be offered during academic
    terms prior to the completion of edTPA in a
    clinical experience or may extend early in the
    term edTPA is formally developed and submitted.
  • Acceptable forms of formative support include
  • Providing explanations of terminology and
    concepts covered by edTPA
  • Identifying connections between assignments
    completed during coursework and tasks in edTPA
  • Assigning parallel tasks during coursework, e.g.,
    analyzing a videotape of teaching and learning,
    constructing a unit of instruction, assessing
    student work.
  • Distributing edTPA support documents such as
    Making Good Choices
  • Arranging technical and logistical support for
    video recording and uploading documents into
    electronic platforms
  • Providing and discussing samples of previously
    completed edTPA portfolio materials (with
    appropriate permissions granted).
  • Using the rubrics for evaluating embedded
    signature assessments, course assignments or
    other formative assessments in the program prior
    to final edTPA completion
  • Using rubric constructs or rubric language to
    debrief observations made by field supervisors or
    cooperating teachers as part of the clinical
    supervision process
  • Offering candidate seminars focusing on the
    skills and abilities identified in the edTPA,
    such as an Academic Language seminar
  • Offering the above types of assistance through
    clinical teaching seminars or through a separate
    course (methods, foundations, or other modules
    focused on edTPA components).

43
Action Plans
  • Establish and retain documentation of all
    interventions (consult with academic supervisor)
  • Notify/provide documentation of interventions
    (i.e. action plan, conferences) to OFE and
    appropriate program coordinator/department head
    regarding concerns/issues related to intern
    performance
  • See Action Plan Template

44
Attendance Policy
  • Internship I
  • During Intern I, if an intern misses more than
    two days in the assigned school, he/she must
    notify the Director of Field Experiences and the
    university supervisor via email to explain the
    reasons for the absences. If there are not
    substantiated valid reasons (illness, family
    emergency, etc.) for the absences, then the
    university supervisor, cooperating teacher,
    program coordinator/department head, and Director
    of Field Experiences will develop an action plan
    for the student.
  • If the intern fails to meet the established terms
    of the plan, s/he may be removed from the
    internship.
  • Internship II/Student Teaching
  • Intern II/student teachers are not permitted to
    miss school days for reasons other than illness
    or emergency, unless a request is made to the
    Director of Field Experiences in advance and in
    writing.
  • The university/academic supervisor(s) and
    cooperating teacher must give written approval
    for the absence for a specific reason
    (professional conference, observation in another
    setting).
  • If the intern/ student teacher misses more than
    three days, he/she must notify the Director of
    Field Experiences and the university supervisor
    via email to explain the reasons for the
    absences. If there are not substantiated valid
    reasons (illness, family emergency, etc.) for the
    absences and the pattern of absences is deemed a
    dispositional issue, then the university
    supervisor, cooperating teacher, program
    coordinator/department head, and Director of
    Field Experiences may develop an action plan.
  • Failure to meet the established terms of the plan
    may result in removal from the internship.
    Attendance at an announced WCU event is
    considered excused absences from the school and
    do not require approval from the OFE.

45
  • New way to access and keep up with the most
    current forms as well as collaborate and share
    resources with each other.

46
Already have Dropbox? Let me know which email
address you have associated with you DB account
and I will share the folder with you. Dont have
Dropbox? How do I install Dropbox? To install
Dropbox, just head to the Dropbox download
page. To get the most out of Dropbox, you'll
want to install Dropbox on all of your computers
and mobile devices. Once it's installed, you'll
see a Dropbox folder on your computer. Put your
stuff in your Dropbox folder and it will
automatically upload for availability on all of
your computers, phones, and tablets. It's called
syncing, and it'll revolutionize the way you use
computers.
47
Important Semester Dates
  • August 17th first day of WCU classes
  • September 7th No WCU classes
  • Oct. 12th Oct. 16th
  • Fall Break (no WCU classes and only applies to
    Intern Is)
  • Oct. 27th
  • Advising Day (no WCU classes)
  • Professional Development Day for Intern II/ST
    (attendance is mandatory)
  • Nov. 25th Nov. 27th
  • Thanksgiving Break
  • Dec. 4th Last Day of WCU classes
  • Dec. 14th Final Grades Due

48
Contact Information
  • Office of Field Experiences
  • Suite 201 (Killian Building)
  • Phone (828) 227-7314
  • Fax (828) 227-7610

Dr. Chená Flood Director OFE ctflood_at_email.wcu.edu
Amanda Chapman Lead University Supervisor Instructor abchapman_at_email.wcu.edu
Maya Bennett New Early Field Experience Placement Coordinator mnbennett_at_email.wcu.edu
Eric Gatilogo Administrative Support ecgatilogo_at_email.wcu.edu
Website www.ofe.wcu.edu
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