Transcript University Supervisors Orientation Agenda • • • • • • • • • Welcome & Introductions Roles & Responsibilities Intern I Intern II/Student Teachers Observation Forms & Discussion Travel Procedural Information Dropbox Q& A.

University Supervisors
Orientation
Agenda
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Welcome & Introductions
Roles & Responsibilities
Intern I
Intern II/Student Teachers
Observation Forms & Discussion
Travel
Procedural Information
Dropbox
Q& A
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
What does it mean
to be a
University Supervisor?
Relationships in Internship
University
Supervisor
Intern and
Cooperating
Teacher
Seminar
Instructor
Academic
Supervisor
(EDSE undergrads
only)
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.
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
program’s requirement list.
• You MUST follow each
program requirements.
Unless there are issues that
result in an action plan.
FYI
Program 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 intern’s experience may look
completely different than another intern’s experience
in terms of completing requirements.
INTERNSHIP I
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
3b. Formal
Observation
4. Final
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 intern’s strengths and needed growth
areas.
Provide meaningful written feedback to intern.
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 summative—
describing the Intern’s progress during the semester—but should primarily
focus on the intern’s 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.
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
Lessons and
Observations
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.
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.
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
Grading Intern Is
Grading
• Grade sheet completed at final
conference.
• Make sure you have the CT’s
grade and initials.
• Post grade in MyCat.
• See Grade Sheet
Paperwork for OFE
• Signed Midterm/Final
Evaluation Form
– Intern, US, & CT signatures
• Final Grade Sheet
• Intern I US Checklist
• Program-Specific Checklist
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.
Questions about
Intern Is?
INTERNSHIP II/
STUDENT
TEACHING
1. Initial
Contact
2. Formal
Observation
3. Formal
Observation
4. Midterm
Conference
5. Formal
Observation
6. Final
Conference
University Supervisor Visits
4-6 in all, including 3-4 face-to-face observations
Review this checklist, exchange contact information, answer questions, and clarify
expectations for the semester.
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.
Provide meaningful written feedback to intern.
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 intern’s
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.
Provide meaningful written feedback to intern.
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.
The cooperating teacher will provide regular formative feedback
on lessons taught and overall teaching knowledge, skills, and
dispositions.
Cooperating
Teacher
Feedback
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!!
Student Teaching
Time Requirement
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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 fulltime independent teaching requirement for each program.
Portfolio/TaskStream
Requirements
The US should ensure all these requirements
are completed and assessed by the
appropriate assessor.
a. edTPA portfolio: Submitted by student on
TaskStream. Evaluated by an approved scorer. Please
see “Guidelines for Supporting Candidates Completing
edTPA.”
b. EE4: Certificate of Teaching Capacity: Paper copy
with signatures turned into OFE. Online form also
completed by US/AS at final conference.
c. Final Dispositions Assessment: Completed by US at the
end of internship/student teaching in TaskStream.
TaskStream continued…
US, AS, and CT can work with the intern on
completing these requirements as needed.
1. 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.
2. Individual Growth Plan: Submitted by student
on TaskStream. Assessed by seminar instructor.
Intern II - Substitute Teaching
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“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.
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WCU does not determine an intern/student teacher’s 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…”
Intern II/ST - Early Release
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Early Release from internship/student teaching will only be
considered for fulltime, teaching employment in the
student’s area of licensure, will only be granted on a caseby-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
university’s semester and will continue to be monitored by
the university supervisor and the academic supervisor
(when one is assigned) until the end of the university’s
semester.
Detailed Early Release Procedures can be found in the
Handbook.
Grading Intern II/Student
Teachers
Grading
• Grade sheet completed at final
conference.
• Make sure you have the CT’s
grade.
• Post grade in MyCat.
*Break down each section and give
points for specifics.
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
*~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 down…and I know people…
• Remind students to submit all
forms and fees required for
licensure to the Licensure
Specialist, Barbara Schade at:
[email protected] or
(828) 227-2000
QUESTIONS ABOUT
INTERN II/STUDENT
TEACHING?
Discussion Time
How do we perform
observations?
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?
Suggestions?
• Any suggestions for improving
observation resources?
TRAVEL
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 week’s notice.
•Contact OFE if you are interested 
Submit travel forms monthly for budgeting
purpose.
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!!
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.
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
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.
Co-Teaching Models
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SHARED TEACHING: CT and ST plan together and teach
together to the whole group/class, building on each
other’s 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.
Contract Information
• Visit Human Resources
– Compliance paperwork
– Direct deposit
– Tax forms
• New hires need to contact Bruce Barker for an
appointment
– [email protected] or 227-3122
• Signed Contracts (Emailed from Mary Rompf)
• Questions or Concerns?
– Contact Regina Aton @ [email protected]
or 227-7108
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).
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
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.
New way to access and keep
up with the most current
forms as well as collaborate
and share resources with
each other.
Already have Dropbox? Let me know which email address
you have associated with you DB account and I will share the
folder with you.
Don’t 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.
Important Semester Dates
• August 17th – first day of WCU classes
• September 7th – No WCU classes
• Oct. 12th – Oct. 16th
– Fall Break
• Oct. 27th
(no WCU classes and only applies to Intern Is)
– 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
Contact Information
Office of Field Experiences
Suite 201 (Killian Building)
Phone: (828) 227-7314
Fax: (828) 227-7610
Dr. Chená Flood
 Director OFE
[email protected]
Amanda Chapman
 Lead University Supervisor & Instructor
[email protected]
Maya Bennett
 New Early Field Experience Placement
Coordinator
[email protected]
Eric Gatilogo
 Administrative Support
Website
[email protected]
www.ofe.wcu.edu