spring 2011 cooperating teacher handbook

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Spring 2011

Cooperating Teacher Handbook A Manual to assist Clinical Practice Intern Supervision

Office of Student Services and Certification

Table of Contents

Letter from Director of Student Services and Certification 2

Role of the Cooperating Teacher 3

Responsibilities of the Cooperating Teacher 3 Orientation 3

Observation Period 4

Long Range Planning 4

Lesson Planning 10

Conferencing and Supervision 10

The Documentation Process 11 Formal Lesson Observations 11

Midterm Evaluations 11

Midterm Conferences 12

“NEAT” Improvement Plan 12

Final Evaluations 12

Final Conferences 12

Grading Policy 12

ADEPT Documentation Explanation 13

Guide to Clinical Practice Assessment Forms for Cooperating Teachers 13

The College Supervisor and Cooperating Teacher Collaboration 14

College Supervisor Observations 14

Communicating with the College Supervisor 14

Professional Relationships 14

Seminars 15

Culminating Clinical Practice 15

General Information 16 ADEPT Training 16

Cooperating Teacher Compensation 16

Clinical Practice Intern Orientation 16

Certification and PRAXIS 16

College Supervisor‟s Evaluation 17

Awards Ceremony 17

Appendix ADEPT Observation Form A-1 Midterm Evaluation Form A- 5 Final Evaluation Form A-14 Evaluation of the College Supervisor by the Cooperating Teacher A-18

School of Education, Health, and Human Performance

Office of Student Services and Certification Phone: (843) 953-5613 Fax: (843) 953-5407

December 6, 2010 Dear Cooperating Teacher: On behalf of the College of Charleston School of Education, Health and Human Performance (EHHP), I want to thank you for assuming the important professional responsibility of mentoring a Clinical Practice Intern. The faculty and staff of EHHP appreciate your energy and expertise as you share your classroom and students with your assigned intern. Without the work of professional teacher leaders such as you, we could not provide a comprehensive educational program for our education majors. Although the internship process is often time consuming and challenging, please know that you are making a significant contribution to the future of our profession. This handbook is designed to ensure consistency and support in the way cooperating teachers mentor interns. You will work hand in hand with an assigned college supervisor. At the end of the semester when you evaluate the many aspects of the Clinical Practice Internship, your feedback will contribute to the development of our program and future revisions of this handbook. It is our top priority to be supportive of you throughout the internship. Do not hesitate to contact me if you have any questions, concerns, or suggestions. Again, I thank you for your dedication to our profession and the development of teacher leaders like you! Sincerely,

Kathy B. Schwalbe Interim Director, Office of Student Services and Certification Phone: 953-5982; Fax: 953-5407 Email: [email protected]

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Cooperating Teachers (CTs) are critical to successful Clinical Practice (CP) internships. The CT will serve as the model, guide and mentor to the intern. The CT‟s influence will greatly affect the intern‟s future teaching style as well as his or her professional attitude. Of all the people who have contact with the CP Intern, it is usually the CT who has the opportunity to have the greatest impact.

The CT is an integral part of the team who will work throughout the semester on the professional development of an emerging classroom teacher. The CT will work closely and collaboratively with the college supervisor to review and evaluate the progress of the CP intern. The Department of Teacher Education (TEDU) Chairperson and the Office of Student Services and Certification (OSSC) Director work directly with each college supervisor to monitor the CP experience of all assigned interns. The TEDU chair and the OSSC director are always available to assist during the semester if more direction or support is needed.

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ORIENTATION As you know, the orientation of the intern to you, your classroom, your students and your school is extremely important to a positive and productive start to the semester. Although the intern has completed several field experiences in area schools, he/she has not experienced day-to-day responsibilities in a school setting. In order to provide a structured introduction for the intern, you will want to consider what interns should know about this new environment and the people he or she will come in contact with. Some things to consider include:

o School facility – all areas/rooms used by students, as well as locations of workrooms, media center, restrooms, nurse‟s office, copy machines, etc.

o School personnel – teachers and assistants in your grade, subject area or hall, administrators, guidance counselors, media specialist, nurse, custodians, main office administrative assistants, and any other personnel with whom the intern will have regular contact

o School procedures/policies – school policies/procedures manual or handbook which should address attire, sign in, parking, time of arrival/departure, lunch/bus/additional duties, school calendar, and any other topic that will enable the intern to feel comfortable in his/her new environment.

o Students – Introduce the CP intern to your students on his/her first day and explain his/her role in the classroom. Ensure that the students understand the CP intern will be the lead teacher for a number of weeks during the semester. Students should also be aware that the CP intern will be involved in instruction, classroom management and the grading process, and the students should treat the CP intern as they would treat you.

o Parents of students – informally introduce your parents to the CP intern when they visit your classroom, school open house, and include a write up in your class newsletter. CP interns need to learn how to build strong relationships with parents, caregivers, and guardians.


OBSERVATION PERIOD You and the intern will be eager to get started once introductions have been made; however, the observation period is a vital part of the CP program. The student is expected to observe your teaching in the classroom for the first few weeks. Not only will the intern be observing your style of teaching, but also the academic progress and behaviors of students in the classroom. Many college supervisors (CS) will provide the intern with a checklist of observation/orientation items to accomplish in order for the CP intern to focus on areas of transitions, classroom management, student safety, etc. You are also encouraged to direct the intern to look for specific things as they become aware of the complexities and needs in the classroom.

The intern may be observing these specific techniques or a general lesson to complete an assignment for their weekly seminar with their CS. The CP intern will also be learning detailed information about the ADEPT system so you may find „teachable moments‟ for the intern in your lessons that specifically highlight an APS. Don‟t hesitate to ask the CP intern or CS about their assignments or weekly seminars.

LONG RANGE PLANNING General Information

One of the intern‟s first responsibilities is to develop a Long Range Plan (LRP). Each intern is provided with a suggested format for the LRP as a part of the CP orientation, and the CS will give the intern the timeline and direction on developing this plan. Please share your LRP with the intern and thoroughly discuss what the intern will be addressing in terms of academic topics and social conduct over the next 14 weeks. Although the intern may focus on the work involved for individual parts or drafts of the LRP, he/she must include all elements of the plan in the final draft which will be presented to the CS for review.

Calendar

Each intern‟s LRP will include a phase-in schedule outlining how he/she will begin to assume classroom teaching duties. Most CS will provide the intern with a suggested calendar for the semester. The time line should show how the intern gradually assumes more responsibility starting with perhaps the third week of the CP semester. Full-time teaching should take place for six weeks, followed by a phasing back of responsibility to the CT. It is important that both the phase-in and the phase-back give major consideration to the students in the classroom and their ability to adapt to a change of teachers. The College of Charleston semester calendar gives you a projected timeline for the CP intern‟s teaching schedule, but you will work with the CS and your planning based on curriculum schedules to fine tune the final calendar for the CP intern‟s classroom teaching schedule.

Student Information

A description of the students in the classroom that reflects the diverse culture of the group, as well as demographic information, should also be included in the LRP. Please assist the intern in learning as much as possible about your students and identifying available resources that provide pertinent student information (ex. student records).

Learning and Developmental Goals

Please keep in mind that the intern is expected to follow the established school, grade, and subject area plans for developing appropriate goals. These goals must be based on the South Carolina Department of Education Standards and any federal or state laws that are applicable to any/all of your students. The goals must show clear alignment to appropriate grade level standards. Evaluation criteria for the goals must be determined and specifically addressed.


Instructional Units and Assessments

Please share your LRP with the intern and thoroughly discuss what the intern will be addressing in terms of academic topics and social conduct over the next 14 weeks. The intern is not expected or allowed to create an original curriculum plan; the actual topics of study and sequence of lessons remain your responsibility and are subject to your approval. The intern needs full access to all curriculum guides, resources and materials, and he/she will require a good deal of guidance from you during the preparation of this plan. We assume the basic materials are available for topics and skills the intern will be teaching, but please let the CS know if other arrangements need to be made.

Assessment Data

Reporting on the student progress is an important element of the LRP. The intern will form this part of their plan under the direct supervision of the CT. The student assessment system is under the jurisdiction of the CT, who operates according to the guidelines of the school district and the school. Nonetheless, the intern is expected to include and fully explain grading and reporting procedures in the overall LRP.

Classroom Management

The part of the plan which will require considerable dialogue between the intern, CT, and CS is the section on classroom management. While we encourage interns to develop their own method of management and organization, we recognize that overall classroom order is the ultimate responsibility of the CT. We urge you to give the intern every opportunity to develop his or her own system, without compromising your goals and standards. The intern must independently maintain classroom management as well as demonstrate a mastery of classroom discipline procedures during the CP internship. We know that this may be a difficult and on-going task and urge you to consult with the CS for guidance.

The Long Range Plan template that is used by the College of Charleston Department of Teacher Education (TEDU) is included on the following pages.


COLLEGE OF CHARLESTON SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT1: LONG RANGE PLANS

LONG-RANGE PLAN

About Long-Range Plans

A long-range plan (LRP) is, in effect, an extended course syllabus. Much like a course syllabus, the LRP

provides a description of the intended outcomes for the learners, the content and anticipated timelines, the

ways in which the outcomes will be measured, and the criteria for judging student progress and

achievement. The LRP extends beyond a traditional course syllabus, however, by including descriptions

of the context—i.e., characteristics of the learners as well as behavioral expectations for the learners.

The long-range plan is developed in collaboration with the cooperating teacher and college supervisor. It

becomes a part of the intern’s portfolio and provides evidence relative to ADEPT Performance Standard

1.

Each LRP includes the following five sections:

Section I: Student Information. This section includes the factors (e.g., students’ prior achievement

levels, learning styles and needs, cultural and socioeconomic backgrounds, individual interests) that

are likely to impact student learning and that should be taken into consideration when planning and

implementing instruction. Please indicate the sources of this information. The evaluation criteria for

this section are found in key element 1.A.

Section II: Learning and Developmental Goals. This section includes five to ten learning and

developmental goals that the students in the classroom are expected to achieve by the end of your

clinical practice experience. Goals should be based on appropriate federal, state, and local

requirements; should be aligned with the applicable grade-level standards; and should reflect the fact

that consideration has been given to the relevant factors described in the “student information”

section above. For preschool children and students with severe disabilities, goals should align with

appropriate developmental and/or functional expectations. The evaluation criteria for this section are

found in key elements 1.B and 1.D.

Section III: Instructional Units and Assessments. This section includes a list of the titles or topics

of the instructional units in the sequence that they will be taught during clinical practice. An

instructional unit is defined as a set of integrated lessons that is designed to accomplish learning

objectives related to a curricular theme, an area of knowledge, or a general skill or process. Each unit

should be accompanied by the correlated academic standards or developmental/functional

expectations, the approximate length (i.e., the number of days) of the unit, and the types of

assessments that will be used to measure student progress and achievement. The evaluation criteria

for this section are found in key elements 1.C and 1.D.

Section IV: Assessment Data. This section includes a description of the teacher’s methods for (a)

analyzing, (b) evaluating, (c) recording, and (d) reporting student progress and achievement. The

evaluation criteria for this section are found in key element 1.D.

Section V: Classroom Management. This section includes a description of the classroom rules and

expectations as well as the consequences for misbehavior and for disruptive behavior. The evaluation

criteria for this section are found in key element 1.E.



Clinical Practice Intern Major

School

Grade Level/Subject Area

General instructions to interns: Each long-range plan (LRP) should include all subjects/courses you will teach.

Section I: Student Information (Key element 1.A)

Section II: Learning and Developmental Goals (Key elements 1.B. and 1.D)

Goal Evaluation Methods

(e.g., portfolios, benchmark tests, projects)



Section III: Instructional Units and Assessments (Key elements 1.C and 1.D)

Unit Topic or Title Correlated Standards/

Expectations

Length

(i.e., number of

days)

Assessment(s)

(e.g., projects, quizzes, chapter/unit tests, homework

assignments. Include weightings, if appropriate)

Section IV: Assessment Data (Key element 1.D)

Describe methods for analyzing, evaluating, recording, and reporting student progress and achievement.

Section V: Classroom Management (Key element I.E)

List the classroom rules and your expectations regarding student behavior during instructional and noninstructional procedures and routines.

Check all that apply:

Classroom rules and expectations are developed collaboratively with the students.

Classroom rules and expectations are presented on the first day of class.

Classroom rules and expectations are sent home (e.g., via parent letter, newsletter). Attach a copy

Classroom rules and expectations are posted in the room.

Students keep a copy of the rules and expectations in notebooks.

Other:

Describe the consequences for appropriate behavior, misbehavior, and disruptive behavior.

Section VI: Additional intern comments (optional)



Long Range Plan Rubric

Criteria Unacceptable Acceptable Target

1A.

Student Information

Obtains minimal student information, to analyze in order to determine the learning needs of students. Insufficient information obtained to guide instruction for all students.

Obtains student information, analyzes this information to determine the learning needs of most students, and uses this information to guide instruction

Obtains extensive student information, analyzes this information to determine the learning needs of all students, and uses this information to guide instruction

1B.

Goals

Does not establish appropriate standards-based long-range learning and developmental goals for all students

Establishes appropriate standards-based long-range learning and developmental goals for all students

Establishes comprehensive and appropriate standards-based long-range learning and developmental goals for all students

1C.

Instructional Units

Minimally identifies and/or improperly sequences instructional units

Identifies and sequences instructional units in a manner that facilitates the accomplishments of the long-range goals

Identifies and sequences thematic instructional units that are integrated in a manner that facilitates the accomplishments of the long-range goals

1D.

Assessment

Does not develop appropriate processes (formal and informal assessments) for evaluating and recording students’ progress and achievement

Develops appropriate processes (formal and informal assessments) for evaluating and recording students’ progress and achievement

Develops comprehensive and appropriate processes (formal and informal assessments) for evaluating and recording all students’ progress and achievement

1E.

Classroom Management

Does not plan appropriate instructional and non-instructional procedures for managing the classroom

Plans appropriate instructional and non-instructional procedures for managing the classroom

Plans comprehensive and appropriate instructional and non-instructional procedures for managing the classroom

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LESSON PLANNING A basic lesson for the CP intern is thorough planning supports effective teaching. It is important for you to provide the intern a high level of guidance in this area, especially in the early stages of the CP experience. Although your experience may allow you to successfully teach with abbreviated lesson plans, most interns require very detailed plans when they begin to teach your students. It is very important for you to hold the intern accountable for the full development of required lesson plans. We suggest that you establish a day of the week that lesson plans are due for your review and feedback before the CP intern implements the lessons.

In basic planning, the TEDU maintains that every lesson plan should include the following elements:

1. Objectives/Standards 2. Procedures 3. Materials 4. Assessments

As interns begin to take on more responsibility, most CS make adjustments to what is required for the lesson plans. This is an area where the CS and you will determine what is needed as the intern works through the internship. It will be important to consult with the CS to be sure that all parties are comfortable with the planning documents being used. Some CS may request that you target a performance goal each week for the intern to work on the following week. Confer with the CS to determine the value and appropriateness of this practice.

CONFERENCING AND SUPERVISION Daily Conferences

Because feedback and communication between the CT and intern are of utmost importance, we ask that you set aside time each day for conferencing. This is your time to coach and reassure, and the intern‟s time to self-assess and question. Some CT also keep a journal or notebook in the classroom in which they write notes to the intern while they are observing a lesson. The intern may also write questions/thoughts to his/her teacher. You may also find this approach beneficial because it enables you to record information as it happens, without interrupting the flow of the lesson.

Classroom Supervision

Once teaching responsibilities have been transferred to the intern, plan to allow time for the CP intern to be solely responsible for the class. May you leave the classroom? Of course, simply let the CP intern know where you will be if assistance is needed. Plan to be in the classroom long enough each day in order to give constructive feedback in the daily conference time. It is also important that you be available to assist when needed. Remember, you are still legally responsible for the students.

“Assistance” may mean that you will serve as a “team teacher” at times, especially when another voice and set of hands is beneficial to small group instruction. Your helping in this way does not take away from the intern‟s serving as a full-time teacher; it might, however, make a big difference towards the education of the students in the classroom. Encourage your intern to suggest ways that you can assist in the learning.

Emergency Procedures

It is important that the intern know what to do if there is an emergency or unusual situation while you are away from the classroom. A conversation with your intern about what he/she should do if this circumstance should arise is necessary. (fire drill, lock down, etc.)

Substitute Teaching

Please remember that law forbids the intern to serve as a substitute teacher. There are important liability issues here for all parties concerned. Under no circumstance should you leave the school campus unless


your principal has assigned a certified substitute for your classroom during your absence. If you have any questions about this relationship, please confer with your principal and the CS.

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The forms that are used during the CP experience will be provided to each CT at the beginning of the semester. All CP forms should be submitted to the CS as soon as each form is completed. Please discuss the best process to exchange information with the CS. Some CS may wish to have the intern deliver the completed form(s) to them at the weekly seminars and others will pick them up directly from you on their school visit.

FORMAL LESSON OBSERVATIONS A minimum of four formal lesson observations and follow-up conferences should be completed by the CT during the semester, and the ADEPT Observation Form should be utilized for reporting each formal observation. Some of the observations should be scheduled and some should not be scheduled with the intern. The CT must indicate which ADEPT Performance Standards (APS) have been addressed during each observation. A check in the appropriate column will indicate if an intern met or did not meet the observed APS. A “not observed” column is also available to allow the observer to indicate which performance standards were not observed during this particular observation period. If an indicator was „not observed‟, but should have been observed during the lesson, the CT should make note of that in the „Observations‟ column. Please add any notes in that column that will be helpful during the review of the lesson.

The post observation conference is a key component of the evaluation process. The conference should take place as soon as possible after the observation period. It is much more effective to discuss what took place during the observation while it is still clear in the mind of the CT and intern. When you complete the conference and all pages of the ADEPT Observation Form, the documents must be signed by both parties. The white copy should be given to the CS, the CP intern is given the yellow copy; and the CT keeps the pink copy.

MIDTERM EVALUATIONS The Midterm Evaluation is a critical part of the CP experience. It is the prime opportunity to assess the progress made as well as identify the areas that must be addressed by the CP intern to ensure effective teaching practices. The purpose of the Midterm Evaluation is to discern the progress being made by the CP intern.

The CS and the CT will fill out this evaluation collaboratively. The Midterm Evaluation must be completed by the end of the ninth week of the CP internship, and the CS will take the lead in scheduling this with the CT. This tool should reflect the intern‟s strengths and support examples of practices that are being completed in a timely and effective manner. It should also be used to specifically cite any areas of concern on APS or professional issues that the CP intern must address in order to successfully complete his/her clinical practice experience.

This documentation can ensure that the intern has clear direction as he/she completes the CP experience. When the Midterm Evaluation addresses serious concerns on the progress of the intern, the CS and the CT must discuss the improvement plan needed in order for the CP intern to demonstrate successful practices by the end of the semester. The CS will develop the written plan for improvement for the CP intern which the CS, CT and CP intern will discuss, plan accordingly and then sign. The plan will follow the NEAT procedure, a four step due policy process policy that Notifies, Explains, Assists and establishes a Timeline. This policy will allow the CS and CT to specifically address any ongoing issues that are causing the intern to be unsuccessful in his/her CP internship. The CS is ultimately responsible for the development and


implementation of a NEAT plan for the CP intern, if it is needed. Mid–term is a critical time to review the progress of the CP intern.

MIDTERM CONFERENCES The midterm conference is very important. It is imperative that the CS, CT, and the CP intern meet together. In order to accomplish this, the meeting will have to occur when the class is being taught by another teacher; or, before or after school. The CS will serve as the moderator for this meeting. The Midterm Evaluation will be included in the intern‟s College of Charleston EHHP academic file.

“NEAT” IMPROVEMENT PLAN If a CP intern experiences consistent difficulty in mastering teaching skills, ADEPT standards, professional standards and/or standards of conduct, a written remediation plan is developed by the CS with input from the CT. The plan will follow the NEAT procedure which is a due process policy that Notifies, Explains, Assists and establishes a Timeline for required improvements by the CP intern. The plan will specifically follow a four step process by Notifying and Explaining the issues that must be addressed, Assisting the student in understanding the skills and techniques that must be mastered, and creating a reasonable Timeline for demonstration of improvements. The CS and CT collaboratively review the individualized NEAT document and plan accordingly to hold the CP intern accountable. The CS, CT and CP intern meet to review the NEAT plan‟s requirements, expectations, and timeline to facilitate the CP intern‟s success in the classroom or to determine necessity for the CP intern‟s withdrawal or failure to CP internship.

The NEAT plan may be implemented at any time during the internship, however; the mid-term is the most appropriate time to identify the need for this procedure. Toward the end of the semester, it becomes much more difficult to establish a reasonable timeline for vast improvement.

At any time a CP intern is placed in a NEAT plan, the CS should immediately notify the TEDU Chair and OSSC Director. The TEDU Chair should receive a copy of the NEAT plan for review before it is given to the CP intern. A copy of this plan will be turned in with the CP intern‟s paperwork at the end of the semester, and it will go into the intern‟s file.

FINAL EVALUATIONS The Final Evaluation is completed in the same manner as the Midterm Evaluation, the CS and the CT will collaborate to complete this final evaluation of the CP Intern. Both CS and CT will write comments and sign off on the final grade for the intern. This final evaluation will reflect the success or failure of the CP intern‟s progress on developing into an effective first year classroom teacher.

FINAL CONFERENCES The final conference is when you summarize the semester, discuss the final evaluation and give the intern his/her final grade. This is the culminating event for the intern‟s semester of professional development. The Final Evaluation will be placed in the student‟s College of Charleston EHHP academic file.

GRADING POLICY At the completion of CP, undergraduate interns receive a pass or failure grade, while graduate interns receive a satisfactory or unsatisfactory grade. The grade is determined by the CS and is based upon the CT‟s and CS‟s assessment of the CP intern‟s knowledge, skills, and dispositions. If the CP intern receives a passing or satisfactory grade, it is assumed the CS and the CT will be willing to write a recommendation for the CP intern as they pursue a teaching position.

Criteria for the Grade of “Pass” or “Satisfactory”

o Completion of all requirements set forth in the syllabus for CP.


o Demonstrated competency in the knowledge, skills and dispositions as required by the EHHP Standards, the South Carolina ADEPT Performance Standards, the Standards of Conduct for South Carolina Educators, and also specified in the course syllabus.

Criteria for the Grade of “Failure” or “Unsatisfactory”

o The CP intern who is deficient in the basic requirements of the CP internship and/or the SDE teaching requirements and standards will receive no credit for the course. The intern will not be recommended for South Carolina professional certification.

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This information is designed to assist the CT and the CS in the use of the evaluation documents used throughout the semester of the CP experience. Following an outline of the documents that are applicable to each APS you will find an explanation sheet for each of the forms [including a sample of the document for reference purposes].

ADEPT SYSTEM PERFORMANCE STANDARDS

APS 1: Long Range Planning (Plan to be submitted to the CS. It must cover the length of the internship.)

APS 2: Short Range Planning APS 3: Planning, Assessments and Using Data (Plan to submit Candidate Work Sample to the College Supervisor.) APS 4: Establishing and Maintaining High Expectations for Learners APS 5: Using Instructional Strategies to Facilitate Learning APS 6: Providing Content for Learners APS 7: Monitoring, Assessing and Enhancing Learning APS 8: Maintaining an Environment That Promotes Learning APS 9: Managing the Classroom

(To be monitored and evaluated through informal and formal observations conducted by the CS and the CT, and/or other school personnel.)

APS 10: Fulfilling Professional Responsibilities (Report to be submitted by the intern to the CS.)

Midterm Evaluation Documentation Final Evaluation Documentation

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Form Purpose Description ADEPT Observation Form (A-1) Lesson observations CT and CS use this form for

observing interns as he/she presents a lesson.

Midterm Evaluation Form (A-5) Midterm evaluation Completed at the mid-point of the CP experience.

Final Evaluation (A-14) Final evaluation Completed at the end of the CP experience.


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COLLEGE SUPERVISOR OBSERVATIONS The CS will make informal and formal visits during the semester. During the first few weeks, visits will be formal. This is a good time to discuss a timeline for completing all CP requirements and to ask any questions about the CP assessment forms.

Once the CP Intern begins to teach lessons, the CS will begin to do informal observations. Please keep in mind that CS will need to meet with the intern for a post conference after the completion of the observation. You may need to fill in with the students while the intern meets with the supervisor.

The CS will determine if his/her observations will be announced, unannounced, or a combination of the two. Many supervisors find that they must schedule all or many of the observations in order to avoid arriving at a school and finding that the class is in an assembly, on a field trip, etc.

CS normally want to see a whole lesson. However, sometimes this is not possible because of scheduling constraints. As the intern takes on more teaching responsibilities, the CS will arrange his/her schedule to make sure at least one entire lesson from start to finish is observed.

COMMUNICATING WITH THE COLLEGE SUPERVISOR In order to provide a successful CP program for an intern, the CS and CT must communicate on a regular basis. Be sure to acquire the CS‟s home and office phone numbers as well as an active email address. You may wish to ask if there are times when it is more convenient to contact a CS. The CS will want to hear from you whenever there is a question or concern. It is usually easier to resolve a problem or concern at its earliest stage.

PROFESSIONAL RELATIONSHIPS In order for the CP experience to be successful, a supportive and appropriate relationship between all people involved must be present. All parties must relate to each other in a professional manner.

Once in a great while, it is determined that for whatever reasons, a professional relationship does not exist between the parties involved in a CP Intern‟s program. In these cases, a change of the intern‟s assignment may be required.

One of the most important roles that interns will serve as a teacher is serving as a role model and reflecting professional standards that will become a part of their daily lives. This area of development is critical to their success as classroom teachers, and following these standards begin as they enter their internship. A CP intern is the guest of the school and is a representative of the College of Charleston and both schools require their professionalism throughout their internship. Although the professional habits and actions are too numerous to name and address, the following areas tend to be the most common ones that require attention:

Written and Verbal Communication As ADEPT Performance Standard 10 states “Both inside and outside the classroom, the teacher‟s spoken and written language is clear, correct, and appropriate for each target audience (e.g., students, colleagues, related professionals)”.

Dress CP interns should not only follow the school and district‟s dress code, the interns need to be aware of the importance in establishing themselves as professional educators rather than college students.


Cell Phones Cell phones are a part of our lives and they serve an important purpose, but not during teaching time. It is inappropriate for interns to text and/or make personal calls during the school hours.

E-Mail and Facebook Personal e-mail accounts are not to be used during the school day or on school computers. Interns are reminded that what is written on school computers is the property of the school and may be used or viewed by any school/district administrator. Inappropriate comments on Facebook made from personal computers after school hours may be an issue that could greatly affect their internship. Again, comments on any website are subject to viewing by many people and some people who the intern may never expect has viewing rights.

Confidentiality All interns must adhere to strict confidentiality on any/all school, teacher, and student matters throughout their internship inside and outside of the classroom. The subject of privacy – professionally and legally – will be addressed by the CS. If interns have any questions regarding the lines of confidentiality, they should immediately discuss them with you and/or the CS. Violation of confidential information is grounds for immediate dismissal and failure of the internship.

SEMINARS The CS is required to conduct a weekly seminar for the interns assigned to him/her. This meeting will be scheduled after school hours at one of the schools where the CS is assigned or at the College of Charleston‟s Main or North Campus. Occasionally during the semester, the intern must attend professional development opportunities scheduled by our office. These meetings may be held on the main campus and usually replace the supervisor‟s weekly seminars. When interns attend these meetings, they may find it necessary to leave before the end of the school day. In this case, the CT will need to supervise the class. Scheduled professional development opportunities are listed on the Important Dates sheet to be distributed separately.

CULMINATING CLINICAL PRACTICE When the CS, CT and CP Intern develop the intern‟s long range teaching schedule, a phase back period will be designated. During this time, the CT will begin to reassume the responsibility of teaching in the classroom. Within the last two weeks of the internship, the CT will have full responsibility of the teaching duties. The remaining days are for the intern to complete any unfulfilled requirements and to observe throughout the building and other locations in order to gain a broader insight into the total operation of a school and school district. Interns may observe teachers at the same grade level with other specialties, teachers at other grade levels; and, if possible, spend time with the principal, assistant principal, and guidance counselor. Please be aware that the intern‟s observation schedule must be approved by both the CS and CT. If an intern is not observing in another location, he/she should be in his/her assigned classroom until the last day of CP.

Important: The final days provide an excellent opportunity for the intern to observe or meet with teachers, staff members or administrators who may be able to facilitate growth and understanding based on the intern‟s performance and learning needs. The CT should suggest to the CP intern anyone who would be helpful to the CP intern‟s professional development.


GGEENNEERRAALL IINNFFOORRMMAATTIIOONN [[tthhiinnggss yyoouu mmiigghhtt bbee aasskkeedd oorr mmiigghhtt lliikkee ttoo kknnooww]]

ADEPT TRAINING All Cooperating Teachers must have participated in the college sponsored CT ADEPT training or in a training provided by the school district. If you have not received this training, please contact your principal and/or the OSSC Director.

COOPERATING TEACHER COMPENSATION After serving as a CT for a CP semester, the CT will be provided with two (2) course vouchers from the College of Charleston or a $200 honorarium. Each voucher allows you to take a three-hour course at the College of Charleston, free of tuition charges. Restrictions with respect to these vouchers include:

The vouchers are not transferable. The vouchers may not be used as payment for an EDPD (Professional Development)

course. They may not be used at any other college, including The Citadel. The vouchers expire five (5) years from date of issue. Please keep your vouchers in a safe

location as they cannot be reissued. The OSSC must receive all required paperwork, including your completed data sheet and

evaluation, in order to process your compensation.

The CT will need to decide which option he/she will choose for compensation and provide that information to Ms. LaVerne Green in the OSSC ([email protected]) as soon as possible.

CLINICAL PRACTICE INTERN ORIENTATION CP Intern Orientation is conducted before interns report to the schools to begin the internship. The two-day orientation is usually held on the first two days of classes for the College. The agenda for this program includes the following sessions:

- Comprehensive training in the Assisting, Developing and Evaluating Professional Teaching (ADEPT) program - Presentations by the two state teachers‟ associations - Blood Borne Pathogen Training - Suggestions for making the CP experience successful - Explanation of state certification forms and procedures are explained - An opportunity to meet with their CS

CERTIFICATION AND PRAXIS During the application process for CP, candidates are required to complete the South Carolina Department of Education Certification process. The information is submitted several months prior to the start of the CP Internship. The initial application for certification, copy of the social security card, and the fingerprinting process completed by Integrated Biometric Technology (IBT) are submitted to the Division of Educator Quality and Leadership at the South Carolina Department of Education (SCDE). The required processing fees (to IBT and the SCDE) must also be paid. The final recommendation for South Carolina certification is submitted when the intern has successfully completed CP and fulfilled the required PRAXIS II requirements for his/her specific content area (current SC testing requirements can be found at http://ehhp.cofc.edu/praxisIIinfosheet.pdf or www.scteachers.org).

mailto:[email protected]

http://ehhp.cofc.edu/praxisIIinfosheet.pdf

http://www.scteachers.org/


COLLEGE SUPERVISOR’S EVALUATION At the end of the semester, please complete the “Evaluation of the College Supervisor by Cooperating Teacher”. The evaluation is provided in the packet each cooperating teacher receives at the beginning of the semester. Another copy can also be found in the appendix of this handbook. You may email it back to the OSSC, place it in a sealed envelope and return it to the CS or return it to the OSSC via fax (843.953.5407) or mail. Our mailing address is:

Office of Student Services and Certification School of Education, Health, and Human Performance

College of Charleston 66 George Street

Charleston, SC 29424 Attn: Schwalbe/Green

AWARDS CEREMONY Each semester the School of Education, Health and Human Performance honors those students who complete the CP Program at an Awards Ceremony. CT and principals are also recognized at this event for their critical role in the internship experience. Invitations are mailed a few weeks before this exciting event. We hope you will plan to join us and celebrate the culmination of this part of your intern‟s journey.


Appendix


AADDEEPPTT OOBBSSEERRVVAATTIIOONN FFOORRMM

Who Uses:

Cooperating Teacher (CT) and College Supervisor (CS)

When to Use: The CT and CS use for each lesson observed. Both will use it for at least four lessons.

Indicators: APS 2-3: May be referenced in a lesson, but usually not addressed in observation forms. APS 4-9: Use the APS indicators as a guide to document the lesson and to coach the intern in his/her implementation of instruction and classroom management. The assessor may use to set specific performance goals with the intern and then focus on the outcomes of those goals during the lesson. Or, the CT and CS may simply focus on one or two of the APS during a given lesson. The Performance Standard rating section must be completed for all APS each time the observation form is used. The CT & CS must:

be specific and concrete in your feedback.

site examples to support the performance.

highlight positive performance.

provide honest, constructive feedback and recommendations for improvement.

Other Information: The lessons will be numbered to indicate which lesson of the four required is being observed (#1, #2, etc.). In the context/background section, the Ct and CS should provide information regarding the lesson (i.e. time of day, special circumstances, etc.) that would be important information for a person reviewing the report.

Distribution of Copies: White to CS; Pink to CT; Yellow to CP Intern

S P R I N G 2 0 1 1 C O O P E R A T I N G T E A C H E R H A N D B O O K A - 1


ADEPT OBSERVATION FORM PAGE 1 of 3

Intern: ___________________________ Date: ______________ School: _________________________ Observation # _____ Ratings: Met = competent at the beginning teacher level; demonstrated consistently and broadly Not Met = needs improvement; demonstrated infrequently or with poor skill

N/O = not observed

Context/Background:

ADEPT Performance Standards (APSs) Ratings Observations:

Not Met

Met N/O

APS 2: Short-Range Planning of Instruction Develops objectives that facilitate student achievement of appropriate

standards, learning, and developmental goals

Selects content which is appropriate for the ability and developmental levels of students

Plans lessons in advance of implementation Plans instructional strategies which are matched to the needs of students Selects resources and technologies which present content in a variety of

strategies

Instruction promotes active student involvement Plans instructional strategies that will promote both independent and

collaborative learning

Plans for efficient transitions from activity to activity Plans appropriate introduction and summary to each lesson and unit Routinely analyzes student performance and achievement and uses these

reflections to guide subsequent planning

APS 3: Planning Assessments and Using Data Develops/Selects a variety of appropriate assessments

Uses observations, questions, and other appropriate techniques to monitor progress

Assesses student performance at appropriate intervals Establishes appropriate criteria and assessment weightings for determining

student progress and achievement

Assessments are appropriate for ability and developmental level of students APS 4: Establishing and Maintaining High Expectations for Learners Continually establishes high expectations for students

Makes objectives relevant to previous and future learning Provides clear instructions and expectations to students Provides opportunities for students to engage in self assessment Establishes expectations that are appropriate for the student’s ability level,

grade, and subject area

Establishes appropriate expectations for instructional assignments to be completed outside the classroom, if necessary

Uses strategies to assist students in taking responsibility for their own performance

Maintains high expectations for student performance throughout the instructional period

Assists students in developing strategies to compensate for their weaknesses, if necessary

White: College Supervisor Yellow: Clinical Practice Intern Pink: Cooperating Teacher

Revised 7/30/2008 lg

SPRING 2011 COOPERATING TEACHER HANDBOOK A-2



Intern: ___________________________ Date: ______________ School: _________________________ Observation # _____ Ratings: Met = competent at the beginning teacher level; demonstrated consistently and broadly Not Met = needs improvement; demonstrated infrequently or with poor skill

N/O = not observed

ADEPT Performance Standards (APSs) Ratings Observations:

Not Met

Met N/O

APS 5: Instructional Strategies to Facilitate Learning Uses varied instructional strategies that are appropriate for the

content and students’ ability levels

Uses varied instructional strategies that actively engage students

Uses instructional strategies in a logical sequence

Develops opportunities for all students to experience success

APS 6: Providing Content for Learners Provides content that is appropriate for the standards and

objectives of the instructional unit

Provides content that is current and accurate

Places appropriate emphasis on the key elements of subject matter

Presents content with confidence

APS 7: Monitoring, Assessing, and Enhancing Learning Observes student progress

Uses appropriate questioning techniques

Paces lessons appropriately

Adjusts pace of lesson when needed

Uses a variety of formal assessment strategies

Uses a variety of informal assessment strategies

Uses vocabulary and sentence structure which is at an appropriate instructional level

Provides feedback to students to correct misunderstandings or errors

Provides feedback to encourage students’ skills and knowledge

APS 8: Maintaining an Environment That Promotes Learning Maintains a neat and orderly classroom

Promotes cooperation, teamwork, and respect among students

Demonstrates confidence in teaching content to diverse groups of students

Respects the feelings, ideas, and contributions of students

Maximizes positive and productive interactions with students

Demonstrates qualities of warmth and empathy

APS 9: Managing the Classroom Clearly communicates behavioral expectations

Is firm, fair and consistent in enforcing rules

Continuously monitors behavior and uses preventive discipline techniques

Maximizes the amount of time on task

Makes efficient transitions between activities

Encourages students to assume responsibility for their behavior

Models courtesy and respect Manages non-instructional routines in efficient manner






Intern’s Self-Evaluation:

Observer’s Feedback:

Goals and Suggestions Related to the ADEPT Performance Standards:

SIGNATURES:

Cooperating Teacher or College Supervisor __________________________________________ Clinical Practice Intern ______________________________________________________________ Conference Date ___________________________________________________________________





MMIIDDTTEERRMM EEVVAALLUUAATTIIOONN FFOORRMM

Who Uses: College Supervisor (CS) in collaboration with Cooperating Teacher (CT)

Indicators: The CS and CT are required to determine if the CP Intern met or did not meet each performance standard. Evaluators must complete the dispositions section of the Midterm Evaluation Form. The Midterm ADEPT Evaluation of Performance Standards should also be completed. It is important that detailed information be included in the comment sections.

Distribution of Copies: White to CS; Yellow to CP Intern; Pink to CT



COLLEGE OF CHARLESTON SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE CLINICAL PRACTICE MIDTERM EVALUATION

______________________________ ______________________________

Clinical Practice Intern School

______________________________ ______________________________ Grade/Subject Date

PERFORMANCE STANDARDS EVALUATION

Not Met

Met

Ratings:

Not Met = needs improvement; demonstrated infrequently or with poor skill

Met = competent at the beginning teacher level; demonstrated consistently and broadly

APS 1: Long-Range Planning

APS 2: Short-Range Planning

APS 3: Planning Assessments and Using Data

APS 4: Establishing and Maintaining High Expectations for Learners

APS 5: Using Instructional Strategies to Facilitate Learning

APS 6: Providing Content for Learners

APS 7: Monitoring, Assessing and Enhancing Learning

APS 8: Maintaining an Environment That Promotes Learning

APS 9: Managing the Classroom

APS 10: Fulfilling Professional Responsibilities

Midterm Grade: _____________

COMPETENT LEVEL DISPOSITIONS

Not Met

Met

Believes that all students can learn

Makes knowledge accessible to all students

Advocates for all students

Creates responsive and supportive classroom environments that nourish and promote each student’s learning and development

Values and respects individual differences

Demonstrates equity in daily interactions

Actively seeks information about the beliefs, values, traditions, social and academic abilities of individuals

Uses multiple forms of instruction and assessment

Commits to inquiry, reflection, and self assessment

Adopts problem solving and experimental orientation

Thinks systematically about the relationships between theory and practice

Teaches from an evolving personal understanding of self, philosophy and practice

Exhibits sensitivity to community and cultural contexts

Uses information about the beliefs, values, traditions of self and others within family, community and cultural contexts as a foundation for teaching


Not Met

Met

Values positive human interactions

Promotes cooperation and respect in and out of the classroom

Communicates in ways that demonstrate respect for the feelings, ideas and contributions of others

Encourages open dialogue in the classroom

Responds non-judgmentally

Demonstrates qualities of warmth, empathy and humor with children/youth and caregivers

Exhibits intellectual curiosity, enthusiasm about learning, and willingness to learn new ideas

Stays current in the evolving nature of the profession

Engages in discussions about ideas

Brings a sense of wonder to work

Plans and engages in research based practice

Seeks out differing points of view

Values collaborative and cooperative work

Establishes and fosters respectful productive relationships with professionals, agencies, community members, and caregivers while maintaining confidentiality

Demonstrates responsible and ethical practice

Upholds the laws and ethical codes governing the profession

Meets professional responsibilities in a timely and positive manner

White Copy – College Supervisor Page 1 of 8 Revised 5/2007 lg Yellow Copy – Clinical Practice Intern Pink Copy – Cooperating Teacher




Intern Comments:

Cooperating Teacher Comments:

College Supervisor Comments:

Goals & Suggestions:

SIGNATURES:

_____________________ _____________________ ____________________ Clinical Practice Intern Cooperating Teacher College Supervisor

Conference Date: _______________





MIDTERM ADEPT EVALUATION OF PERFORMANCE STANDARDS

______________________________ ______________________________ Clinical Practice Intern School

______________________________ ______________________________

Grade/Subject Date

The following represents a summative assessment of the clinical practice intern as to each individual ADEPT performance standard and the overall rating performance:

Rating Scale: Not Met = needs improvement; demonstrated infrequently or with poor skill Met = competent at the beginning teacher level; demonstrated consistently and broadly

PERFORMANCE STANDARD #1 LONG RANGE PLANNING [Instructions in italics are for Special Education majors] The key elements of the standard include the ability and disposition of the clinical practice intern to:

Ratings Not Met

Met

determine the ability, developmental levels, learning styles, cultural and socio economic backgrounds and interests of students [use existing IEP’s]

[describe the present level of performance of each IEP student in case load] formulate appropriate standards-based long range learning and developmental goals for [each] student(s)

provide accurate content within the plan prepare a daily and weekly schedule identify sequence and integrate appropriate instructional skills across the content order or obtain special instructional materials or resources develop an appropriate sequence and timeline for completing group [and individual] instructional units design a process for maintaining records of student progress and achievement [and IEP’s] plan rules and procedures for managing non-instructional routines and student behavior [including individual students]

[plan procedures for communicating with teachers, paraprofessionals and related services staff, about individual students]

plan procedures for routinely communicating with parents [and caregivers] periodically evaluate and revise the long range plan as necessary [designs a plan for assessing individual student progress within the overall instructional plan]

COMMENTS:





PERFORMANCE STANDARD #2 SHORT RANGE PLANNING OF INSTRUCTION The key elements of the standard include the ability and disposition of the clinical practice intern to:

Ratings

Not Met

Met

develop objectives that facilitate student achievement of appropriate standards and learning and developmental goals

select content which is appropriate for the ability and developmental levels of students

plan lessons in advance of implementation

plan instructional strategies which are matched to the needs of students

select resources and technologies which present content in a variety of strategies

allow students to make choices which influence instruction

plan instructional strategies that will promote both independent and collaborative learning

plan for efficient transitions from activity to activity

plan an appropriate introduction and summary to each lesson and unit

routinely analyze student performance and achievement and use these reflections to guide subsequent planning

COMMENTS:

PERFORMANCE STANDARD #3 PLANNING, ASSESSMENTS AND USING DATA The key elements of the standard include the ability and disposition of the clinical practice intern to:

Ratings

Not Met

Met

develop/select a variety of appropriate assessments

use observations, questions, and other appropriate techniques to monitor progress

plan for assessments that actually measure objectives and material presented

construct tests which are reasonable in length and difficulty

assess student performance at appropriate intervals

establish appropriate criteria and assessment weightings for determining student progress and achievement

provide opportunities for student self-evaluations

maintain accurate records of assessment results

systematically analyze and use assessment data

analyze behavior based on knowledge of child development and learning

COMMENTS:





PERFORMANCE STANDARD #4 ESTABLISHING AND MAINTAINING HIGH EXPECTATIONS FOR LEARNERS The key elements of the standard include the ability and disposition of the clinical practice intern to:

Ratings

Not Met

Met

continually establish high expectations for students

make objectives relevant to previous and further learning goals

provide clear instructions and expectations to students

establish expectations that are appropriate to the instructional activities of the lesson

establish appropriate expectations for instructional assignments to be completed outside the classroom

use strategies to assist students in taking responsibility for their own performance

maintain high expectations for student performance throughout the instructional period

assist student in developing strategies to compensate for their weaknesses

COMMENTS:

PERFORMANCE STANDARD #5 USING INSTRUCTIONAL STRATEGIES TO FACILITATE LEARNING The key elements of the standard include the ability and disposition of the clinical practice intern to:

Ratings

Not Met

Met

establish clear learning goals for the lesson/unit

use varied instructional strategies that are appropriate for the content and skills

use varied instructional strategies that address the individual needs of the student

use varied instructional strategies that actively engage students

use instructional strategies in a logical sequence

pace lessons appropriately

demonstrate ability to adjust to a variety of circumstances

develop opportunities for all students to experience success

COMMENTS:





PERFORMANCE STANDARD #6 PROVIDING CONTENT FOR LEARNERS The key elements of the standard include the ability and disposition of the clinical practice intern to:

Ratings

Not Met

Met

provide content that is appropriate for the objectives of the instructional unit

provide content that is current and accurate

place appropriate emphasis on the key elements of subject matter

encourage students to study beyond minimum requirements

present content with confidence

COMMENTS:

PERFORMANCE STANDARD #7 MONITORING, ASSESSING AND ENHANCING LEARNING The key elements of the standard include the ability and disposition of the clinical practice intern to:

Ratings

Not Met

Met

observe student progress

use appropriate questioning techniques

use a variety of formal assessment strategies

use a variety of informal assessment strategies

adjust instruction when appropriate

use vocabulary and sentence structure which is at an appropriate instructional level

encourage written and oral communication which is free of grammatical and mechanical errors

encourage speech quality which does not detract from instruction

encourage written communication that is legible

COMMENTS:





PERFORMANCE STANDARD #8 MAINTAINING AN ENVIRONMENT THAT PROMOTES LEARNING The key elements of the standard include the ability and disposition of the clinical practice intern to:

Ratings

Not Met

Met

promote cooperation, teamwork, and respect among students

create in students a sense of responsibility for teaching themselves and their peers

respect the feelings, ideas, and contributions of students

maximize positive and productive interactions with students

maintain a neat and orderly classroom

display student work appropriately

demonstrate qualities of warmth, empathy and humor

COMMENTS:

PERFORMANCE STANDARD #9 MANAGING THE CLASSROOM The key elements of the standard include the ability and disposition of the clinical practice intern to:

Ratings

Not Met

Met

clearly communicate behavioral expectations

be firm, fair and consistent in enforcing rules

continuously monitor behavior and discourage inattentive behavior

maximize the amount of time on task

make efficient transitions between activities

encourage self control in pupils

model courtesy and respect

manage non-instructional routines

COMMENTS:





PERFORMANCE STANDARD #10 FULFILLING PROFESSIONAL RESPONSIBILITIES The key elements of the standard include the ability and disposition of the clinical practice intern to:

Ratings

Not Met

Met

dress in an appropriate and well groomed manner

be punctual and regular in attendance

meet all responsibilities in a timely and positive manner

work cooperatively with parents

collaborate with other teachers in planning for students

establish cooperative, respectful and productive relationships with other professionals

maintain an interest in continued professional development

speak and write in language that is clear, correct and appropriate both inside and outside the classroom

COMMENTS:

SIGNATURES:

_____________________________________ College Supervisor

_____________________________________ Cooperating Teacher

_____________________________________ Clinical Practice Intern

_____________________________________ Date




FFIINNAALL EEVVAALLUUAATTIIOONN FFOORRMM

Who Uses: College Supervisor (CS) in collaboration with Cooperating Teacher (CT)

Indicators: The CS and CT are required to determine if the CP Intern met or did not meet each performance standard. Evaluators must complete the dispositions section of the Final Evaluation. The ADEPT Performance Standards should also be completed. It is important that detailed information be included in the comment sections, when appropriate.

Distribution of Copies: White to CS; Yellow to CP Intern; Pink to CT



CLINICAL PRACTICE FINAL EVALUATION PAGE 1 of 3

______________________________ ______________________________



FINAL DISPOSITIONS (UAP 3)


Not Met Met

Believes that all students can learn

Makes knowledge accessible to all students

Advocates for all students

Creates responsive and supportive classroom environments that nourish and promote each student’s learning and development

Values and respects individual differences

Demonstrates equity in daily interactions

Actively seeks information about the beliefs, values, traditions, social and academic abilities of individuals

Uses multiple forms of instruction and assessment

Commits to inquiry, reflection, and self assessment

Adopts problem solving and experimental orientation

Thinks systematically about the relationships between theory and practice

Teaches from an evolving personal understanding of self, philosophy and practice

Exhibits sensitivity to community and cultural contexts

Uses information about the beliefs, values, traditions of self and others within family, community and cultural contexts as a foundation for teaching


Not Met Met

Values positive human interactions

Promotes cooperation and respect in and out of the classroom

Communicates in ways that demonstrate respect for the feelings, ideas and contributions of others

Encourages open dialogue in the classroom

Responds non-judgmentally

Demonstrates qualities of warmth, empathy and humor with children/youth and caregivers

Exhibits intellectual curiosity, enthusiasm about learning, and willingness to learn new ideas

Stays current in the evolving nature of the profession

Engages in discussions about ideas

Brings a sense of wonder to work

Plans and engages in research based practice

Seeks out differing points of view

Values collaborative and cooperative work

Establishes and fosters respectful productive relationships with professionals, agencies, community members, and caregivers while maintaining confidentiality

Demonstrates responsible and ethical practice

Upholds the laws and ethical codes governing the profession

Meets professional responsibilities in a timely and positive manner

White Copy – College Supervisor Page 1 of 3 updated 7/30/2008 lg Yellow Copy – Clinical Practice Intern Pink Copy – Cooperating Teacher




______________________________ ______________________________



ADEPT PERFORMANCE STANDARDS EVALUATION

Domain 1: Planning

Key Element Description Not Met Met

APS 1 Long-Range Planning

1A Obtains student information, analyzes this information to determine the learning needs of all students, and uses this information to guide instruction

1B Establishes appropriate standards-based long-range learning and developmental goals for all students

1C Identifies and sequences instructional units in a manner that facilitates the accomplishments of the long-range goals

1D Develops appropriate processes for evaluating and recording students’ progress and achievement

1E Plans appropriate procedures for managing the classroom

APS 2 Short-Range Planning

2A Develops unit objectives that facilitate student achievement

2B Develops instructional plans that include appropriate content, strategies, materials, and resources

2C Routinely uses student performance data to guide short-range planning of instruction

APS 3 Planning Assessments and Using Data

3A Develops/selects and administers a variety of appropriate assessments

3B Gathers and accurately analyzes student performance data to guide instructional planning

3C Uses assessment data to assign grades that accurately reflect student progress and achievement

Comments:

Domain 2: Instruction


APS 4 Establishing and Maintaining High Expectations for Learners

4A Establishes, communicates, and maintains high expectations for student achievement

4B Establishes, communicates, and maintains high expectations for student participation

4C Helps students assume responsibility for their own participation and learning

APS 5 Using Instructional Strategies to Facilitate Learning

5A Uses appropriate instructional strategies

5B Uses a variety of instructional strategies

5C Uses instructional strategies effectively

APS 6 Providing Content for Learners

6A Demonstrates a thorough command of the discipline that he or she teaches

6B Provides appropriate content

6C Structures the content to promote meaningful learning

White Copy – College Supervisor Page 2 of 3 updated 7/30/2008 lg

Yellow Copy – Clinical Practice Intern Pink Copy – Cooperating Teacher





APS 7 Monitoring, Assessing and Enhancing Learning

7A Continually monitors student learning during instruction by using a variety of informal and formal assessment strategies

7B Enhances student learning by using information from informal and formal assessments to guide instruction

7C Enhances learning by providing appropriate instructional feedback to all students

Comments:

Domain 3: Classroom Environment


APS 8 Maintaining an Environment That Promotes Learning

8A Creates and maintains the physical environment of his or her classroom as a safe place that is conducive to learning

8B Creates and maintains a positive affective climate in his or her classroom

8C Creates and maintains a culture of leaning in his or her classroom

APS 9 Managing the Classroom

9A Manages student behavior appropriately

9B Makes maximal use of instructional time

9C Manages essential noninstructional routines in an efficient manner

Comments:

Domain 4: Professionalism


APS 10 Fulfilling Professional Responsibilities

10A Is an advocate for the students

10B Works to achieve organizational goals in order to make entire school a positive and productive learning environment for the students

10C Is an effective communicator

10D Exhibits professional demeanor and behavior

10E Is an active learner

Comments:

Final Grade for Clinical Practice: ______________ Conference Date: ______________________

College Supervisor ________________________________________________________________________________________

Cooperating Teacher ______________________________________________________________________________________

Clinical Practice Intern _____________________________________________________________________________________

White Copy – College Supervisor Page 3 of 3 updated 7/30/2008 lg Yellow Copy – Clinical Practice Intern Pink Copy – Cooperating Teacher



COLLEGE OF CHARLESTON SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE

EVALUATION OF COLLEGE SUPERVISOR BY COOPERATING TEACHER Cooperating Teacher: ______ Semester: Year: Clinical Practice Intern: College Supervisor:

We appreciate your time and attention to this important survey. Thank you! Please use the back of this sheet if you need more room for any of your answers.

1. Did the College supervisor introduce herself/himself / visit your classroom / check on the intern during the first two weeks of the

internship? Yes No Comments:

2. Did the College Supervisor clearly communicate and make appropriate plans with you to collaborate on the midterm evaluation

of the intern? Yes No Comments:

3. Did the College Supervisor clearly communicate and make appropriate plans with you to collaborate on the final evaluation of

the intern? Yes No Comments:

4. Did the College supervisor visit your classroom at least four times for the purpose of observing and evaluating the intern?

Yes No Comments:

5. Did the supervisor make sufficient formal observations of the intern? Yes No

Comments: 6. Did the supervisor meet with you a sufficient number of times? Yes No

If not, did you request additional meetings? Yes No Comments:

7. Are there specific suggestions or feedback on the college supervisor’s work that you would like to share? 8. What are your COMMENTS or SUGGESTIONS which might be helpful in improving the Clinical Practice experience? 9. What are your COMMENTS or SUGGESTIONS regarding improvement of the Teacher Education Program?

Signature Date

_____ Please call me to discuss further.

PLEASE RETURN THIS SURVEY TO KATHY SCHWALBE ([email protected]) OR MAIL TO Kathy Schwalbe EHHP – Office of Student Services and Certification College of Charleston 66 George Street Charleston, SC 29424

Revised 7/2010 lg


mailto:[email protected]

spring 2011 cooperating teacher handbook

Documents