Welcome University Supervisors Orientation Agenda Welcome Introductions Roles

Welcome! University Supervisors Orientation

• • • Agenda Welcome & Introductions Roles & Responsibilities 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. Previously CHANGES Autonomy within the WCU guidelines and requirements Now 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. 3 a. Midterm Conference 3 b. 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 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 ed. TPA work. The intern will complete a self-reflection for the video and then upload the video and self-reflection on Task. Stream within the Initial Licensure Portfolio. The Intern should be sure to check the picture and audio. The University Supervisor will provide written feedback. Lessons and Observations Individual programs, not University Supervisors, determine the specific number of lessons to be written and taught. Approximately half of the lessons should be taught by midterm and half after midterm. All lesson plans must be approved by the CT at least two days prior to the teaching event. Please see program specific guidelines.

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 My. Cat. • 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 ed. TPA 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.

Cooperating Teacher Feedback The cooperating teacher will provide regular formative feedback on lessons taught and overall teaching knowledge, skills, and dispositions. Cooperating teachers are required to provide written feedback for at least four lessons during the internship; two prior to the midterm 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 ed. TPA lesson segments. Interns/Student Teachers will choose the appropriate clips from the recorded segments to include in their ed. TPA portfolios. b. Evaluation of videotaped lessons will be performed via the evaluation of the ed. TPA portfolio. No more videos/reflections for Intern II/Student Teachers!! YAY!!

Student Teaching Time Requirement • • INDEPENDENT TEACHING: ST collaborates with CT and team during the planning of units of instruction. The ST performs all activities of a full-time teacher for a period of time. This is the culmination of the STs progress through the teacher education program and provides the opportunity for the ST to demonstrate his/her professional experience. Full-time independent teaching includes serving as the lead teacher for the entire school day, including all instructional and curricular planning as well as all professional activities and duties. Full-time teaching may be extended in order for the candidate to demonstrate competencies at the proficient level. Refer to the program guidelines for the minimum number of fulltime independent teaching requirement for each program.

Portfolio/Task. Stream Requirements The US should ensure all these requirements are completed and assessed by the appropriate assessor. a. ed. TPA portfolio: Submitted by student on Task. Stream. Evaluated by an approved scorer. Please see “Guidelines for Supporting Candidates Completing ed. TPA. ” b. EE 4: 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 Task. Stream.

Task. Stream continued… US, AS, and CT can work with the intern on completing these requirements as needed. 1. EE 6: Teacher as Leader Essay: Submitted by student on Task. Stream. 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 Task. Stream. Assessed by seminar instructor.

Intern II - Substitute Teaching • • “If the school/school system allows eligible interns/student teachers to serve as substitute teachers, WCU approves a maximum of five days and only after carrying/sharing the full teaching load for two weeks. They are allowed to substitute only for the cooperating teacher in the classroom in which they are placed until the last two weeks of the WCU semester and after completing the required number of days of successful full-load teaching/co-teaching at which time they may substitute for other teachers in the host school. Due to liability issues, an intern/ student teacher cannot be considered a substitute (thereby becoming an employee of the system) without being paid as a substitute. – WCU does not determine an intern/student 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 • • 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 My. Cat. *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: bschade@email. wcu. edu 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 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 – bbarker@email. wcu. edu or 227 -3122 • Signed Contracts (Emailed from Mary Rompf) • Questions or Concerns? – Contact Regina Aton @ rgaton@email. wcu. edu or 227 -7108

ed. TPA Strategies for Formative Support Formative support may be offered during academic terms prior to the completion of ed. TPA in a clinical experience or may extend early in the term ed. TPA is formally developed and submitted. Acceptable forms of formative support include: • Providing explanations of terminology and concepts covered by ed. TPA • Identifying connections between assignments completed during coursework and tasks in ed. TPA • Assigning parallel tasks during coursework, e. g. , analyzing a videotape of teaching and learning, constructing a unit of instruction, assessing student work. • Distributing ed. TPA 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 ed. TPA 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 ed. TPA 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 ed. TPA, 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 ed. TPA 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 17 th – first day of WCU classes • September 7 th – No WCU classes • Oct. 12 th – Oct. 16 th – Fall Break • Oct. 27 th (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. 25 th – Nov. 27 th – Thanksgiving Break • Dec. 4 th – Last Day of WCU classes • Dec. 14 th – 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 Amanda Chapman Lead University Supervisor & Instructor Maya Bennett New Early Field Experience Placement Coordinator Eric Gatilogo Administrative Support Website ctflood@email. wcu. edu abchapman@email. wcu. edu mnbennett@email. wcu. edu ecgatilogo@email. wcu. edu www. ofe. wcu. edu