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Clinical Mentoring Team

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Table of Content

SCHOOL OF EDUCATION’S CLINICAL COMMITMENT & EVIDENCE .................................................................. 3

WHAT IS A CLINICAL EXPERIENCE? ............................................................................................................... 5

WHAT IS THE CLINICAL MENTORING TEAM (CMT)? ...................................................................................... 5

WHAT DOES A CLINICAL MENTORING TEAM MEMBER DO? .......................................................................... 5

WHAT ARE THE BENEFITS OF BEING A CLINICAL MENTORING TEAM MENTOR? ............................................ 5

WHAT ARE THE BENEFITS TO MY STUDENTS? ............................................................................................... 6

WHAT ARE THE BENEFITS TO PARTNERING DISTRICTS? ................................................................................ 6

HOW DOES ONE BECOME A CMT MEMBER? ................................................................................................ 7

FOR WHAT LEVELS OR CONTENT AREAS ARE MENTORS NEEDED? ................................................................ 8

WHAT ARE CMT MEMBER RESPONSIBILITIES? .............................................................................................. 9

WHAT DOES CMT TRAINING INCLUDE? ........................................................................................................ 9

HOW DO DISTRICTS/SCHOOLS PARTICIPATE? ............................................................................................... 9

HOW OFTEN ARE CMT MEMBERS USED? .................................................................................................... 10

HOW DOES MNU ENSURE THE SAFETY OF YOUR STUDENTS? ..................................................................... 11

WHAT IS THE CMT APPLICATION? .............................................................................................................. 11

WHAT DOES THE SCHOOL OR DISTRICT NEED TO COMPLETE TO BE CONSIDERED A CLINICAL MENTORING TEAM PARTNER? ....................................................................................................................................... 13

WHAT WILL THE MENTOR RECEIVE UPON NOMINATION TO THE CLINICAL MENTORING TEAM? ................. 17

HOW WILL THE SCHOOL OR DISTRICT BE NOTIFIED OF A PRACTICUM OR STUDENT TEACHING REQUEST? .. 18

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School of Education’s Clinical Commitment & Evidence

MidAmerica Nazarene University seeks to prepare future Pioneers in the field of education. Clinical partnerships are critical to equipping candidates with essential skills for ensuring student success. The School of Education seeks to establish mutually beneficial partnerships that ensure student achievement both now and in the future. Our partnerships are committed to:

• Modeling and teaching the knowledge, skills and dispositions that inspire civic and societal mindfulness.

• Engaging learners through innovative instructional practices and ensuring safe and caring communities that value each learner.

• Collaborating with schools and communities through a shared purpose and a commitment to personal excellence.

• Striving for equitable access to academic rigor and relevance to promote student College and Career Readiness

• Consistent inquiry, continual reflection, and Innovation that result in continuous improvement.

The next page provides and overview of current practices and procedures to support our commitment to the educational community.

Ensuring student achievement Both now and in the future

Through partnerships committed to:

We are Pioneers!

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Ensuring student achievement both now and in the future Through clinical mentoring partnerships committed to:

Modeling and teaching the knowledge, skills and

dispositions that inspire civic and societal

mindfulness.

Engaging learners through innovative instructional

practices and ensuring safe and caring communities that value each learner.

Collaborating with schools and communities through a shared purpose

and a commitment to personal excellence.

Striving for equitable access to academic

rigor and relevance to promote student

College and Career Readiness

Consistent inquiry, continual reflection, and Innovation that result in continuous

improvement.

Provision of service-learning opportunities within the local community and abroad:

Community Support: • Junior Achievement • AVID Support • School fair participation • Native American Christian

School Partnership • After School Clubs: Legos for

Learning, Games for Learning • Main Street USA Support • Annual Educators Rising

Conference • Gift Drives

Opportunities Abroad: • International Student

Teaching • Serve Projects

Candidates are required to complete 100 hours of community service prior to graduation.

Candidate involvement in Gamma Chi national teaching honor societies and PTCO (Professional Teacher Candidate Organization).

Emphasis on supporting safe, caring and student centered learning communities through:

Innovative Instructional Practices: • Critical inquiry groups • Technology embedded

courses • Concept based learning • Classroom management

technology simulation

Field experiences that emphasize: • Knowledge of Learners • Knowledge of subject matter

and educational goals • Knowledge of teaching.

Candidate practicum requirements: • Orientation • Health screen/TB Test • Background check • Proof of professional liability

insurance • Disposition standards and

remediation procedures

Continual conversations and collaboration within partnerships to promote learning and to support change initiatives that fulfill efforts to ensure every child learns.

High academic, professional standards and calibrated assessment tools to monitor candidate professional development. • 3.0 GPA minimum in all education courses. • Regular evaluation of candidate dispositions

and an established remediation process. • Faculty and Mentor observation tool • Professional Identity Development self-

evaluation • Course and program capstone assessments

FORCE Forging Opportunities and Recruiting for Careers in Education: Preparing men of color for college and teaching

University commitment to Supporting Schools by providing critical resources.

• Complimentary Teacher Recruitment Career Fair

• Well-prepared and supported candidates and graduates.

• Ongoing mentor training, summer institutes, grant initiatives, and access to various technologies and campus resources.

Literacy & Technology Summer Unconference

Field placements spread throughout the preparation program. Candidates serve in rural, suburban and urban settings. Program emphasis on diversity of placement: • Promotes awareness

of the ‘achievement’ and ‘Opportunity’ gaps in education

• Prepares educators for service in a variety of settings

Candidates are required to conduct a contextual analysis of practicum placements and shape learning experiences to meet the needs of each learner.

Center for Games and Learning Resource Loaning Library Technology rental

Program emphasis on research and reflection through: • Online portfolio,

journaling, and self-evaluation embedded throughout program

• Use of video for professional reflection

• Student teacher panel presentations

• Teacher work sample development

• Practicum and student teaching evaluations

• Student Teaching and Practicum Critical Inquiry Groups

• Cognitive coaching and mentoring strategy training for faculty and mentors

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What is a clinical experience?

Teacher Candidates involved in the MNU

Teacher Education Program participate in

5-7 field experiences (practicums) in K-12

school classrooms. Rather than passively

observing, our program encourages

candidates to be actively engaged in the

classroom community. Professors have

developed a clinical case file, which

embeds practicum expectations within

coursework to ensure the connection

between theory and practice. Although

each practicum requires a minimum of 30

hours of participation, the Professional

Education Objectives are considered outcome-based rather than time-based. Teacher candidates

are expected to meet the objectives set forth by the course instructor and document their

reflective practice and professional growth in a clinical case file.

What is the Clinical Mentoring Team (CMT)? The CMT is a teaching excellence team designed to provide quality clinical and field based experiences for teacher candidates, and staff development opportunities for cooperating teachers. It represents a partnership between higher education and K-12 districts/schools as together we shape the teachers of tomorrow.

What does a Clinical Mentoring Team member do? A CMT member serves as a cooperating teacher, mentoring teacher candidates in either clinical (student teaching) or field (practicum) based experiences. A teacher candidate serves as an observer, aide, and apprentice. Cooperating teachers are master teachers, allowing teacher candidates to observe them during instruction, while interacting with the community, and in a variety of professional settings. When appropriate, cooperating teachers provide a platform for teacher candidates to teach in the classroom. Clinical experiences last in duration from 12 weeks to a full semester and involve a greater depth of participation and independence in the classroom. Field-based experiences require a minimum of 30 classroom hours.

What are the benefits of being a Clinical Mentoring Team Mentor? MNU recognizes that Clinical Mentor Team (CMT) members are site-based teacher educators who play an essential role in the development of future teachers. Mentors facilitate the real world application of the knowledge gained during candidates’ preparation at MNU. In addition to fulfilling their desire to contribute to the teaching profession, CMT members gain the following benefits:

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• Access to a variety of campus resources from MNU's Center for Games and Learning.

• Access to 3D printers and virtual reality resources

• Opportunities to attend professional development events both on campus and in area schools.

• 50% off all fees and tuition costs for continuing education. Discount applied to credits earned during the academic year of service.

What are the benefits to my students? Student success undergirds all programs and initiatives. MNU adhere to the research based assumptions that apart from family influence, educators have the most powerful impact on student success. Therefore, K-12 students represented in our clinical sites not only benefit from the additional support provided from MNU candidates, but from a variety of additional supports mindfully developed by MNU faculty and staff. Students throughout the educational community have engaged with MNU faculty, staff and students while participating in a variety of creative supports (as outlined on page 4) and from effective educators that have engaged in professional development that supports relationship building, increases relevance, builds a responsive culture, strengthens rigor, and ensures results (professional development activities outlined on page 7).

What are the benefits to partnering districts? The clinical model emerged from a desire to establish reciprocal relationships to support future and in-service teachers and the educational community. Partnering with MidAmerica Nazarene University’s Clinical Mentoring Team results not only in mentor access to campus resources, workshops, and conferences, but also district or building access to professional development support. MNU’s School of Education faculty provides complimentary professional development workshops and trainings to support district and school clinical partners. The following table provides a brief overview of some of our offerings however, workshops are tailored to suit the strategic plans of our partners.

Please direct inquiries regarding these workshops to Dr. Jill Gonzalez-Bravo, Director of Clinical and Field Based Experiences, at jegonzalezbravo@mnu.edu or (913) 971-3548.

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How does one become a CMT member? 1. Twice per year, nominees are sent to the

Director of Clinical and Field Based Experiences. Nominations may be received from:

• District administrator(s) • Building principal/administrator(s) • University professors • Teachers • Teacher-candidates

2. Nominee completes a brief application and returns the information to the Director of Clinical and Field Based Experiences.

3. A representative from the university visits the school site. 4. Acceptance letters are sent to mentors and building principals. 5. Mentors are invited to participate in online or on-site training.

MidAmericaNazareneUniversityFacultyWorkshopOfferingsfor

Clinical Mentoring Team Partnerships

Rel at ionsh ips

Rel evance

Responsive

Cul t ur e

Rigor

Resu l t s

· BuildingAnti-

BullyingPrograms

· DiversityPrograms

· CreatingaCommunityofLearners

· KaganCooperativeLearningStrategies

· LoveandLogic· Positive

BehaviorSupports

· ProjectBased

Learning· BuildingSolid

PerformanceAssessments

· Inquirybasedlearninginscienceandsocialstudies

· MeetingtheMultipleIntelligences

· 21stCenturyLearning

· BestPracticesinTechnology

· TechnologyTools

· Cultural

DiversityandCross-CulturalAwareness

· DifferentiatedInstruction

· InclusiveEducationModels

· ElementaryClassroomManagementStrategies

· FaithandFreedominthePublicSchools

· TeachingBoys· TheSIOPModel

· CommonCore

LiteracySkillIntegration

· Literacy&ReadingSkillsAcrosstheContent

· CommonCoreChangesMath

· CampRead-and-Write-a-Lot

· CurriculumMapping(HeidiHayesJacobs)

· UnderstandingbyDesign(BackwardDesign)ConceptBasedTeachingModel

· DataDrivenDecision

Making· Establishingand

MaintainingProfessionalLearningCommunities

· Evidenced-basedInstructioninReading

· Marzano’sNineInstructionalStrategies

· MultipleModesofAssessment

· ThePowerofActionResearch

· UsingVideotobuildareflectivepractice

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6. Member names are shared with clinical course instructors.

For what levels or content areas are mentors needed? While MNU seeks mentors in all grade and subject areas, candidates also have the opportunity to experience one semester in a special education classroom setting. The following is a list of mentor certification needed:

Elementary • All grade

levels

Specialists: • Music • Physical

Education • English

Language Learners

Special Education: • Resource • Music Therapist • Adaptive

Physical Education

Secondary • Biology • English/Language

Arts/Communication Arts

• Math • Speech/Theatre • Social Studies

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What are CMT member responsibilities? 1. Attend an orientation meeting at MNU or complete online training to acquaint member with CMT protocol. 2. Mentor teacher candidates as the Clinical Placement handbook outlines. 3. Communicate with university supervisor as needed. 4. Complete midterm and/or final evaluations of teacher candidates as directed.

What does CMT training include? The following is an overview of the training designed to provide prospective mentor teachers with an overview of MidAmerica Nazarene Universities Education Program, the Clinical Mentoring Model, and strategies to promote candidate professional development.

How do districts/schools participate? 1. A district representative will review and sign the Memorandum of Agreement. The

Director of Clinical and Field Based Experiences will address any program or protocol questions.

Ensuring student achievement

Both now and in the future

Through Clinical Experience Committed to:

Clinical Mentoring Training

• Program’s

emphasis on

engagement and

general

candidate

expectations

• Training in the

DEPTH Observation

tool to promote inter-

rater reliability

• An overview of the Cognitive Coaching Method and Co-

teaching strategies

• Discussion

regarding Essential

Professional

Dispositions and

MNU’s

commitment to the

teaching profession

• Overview of

the School of

Educations

Conceptual

Framework

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2. The district or school will then provide permission for the MNU Director of Clinical and Field Based Experiences to extend a nomination letter and application to the recommended mentor.

What is MNU’s placement protocol? 1. Formal requests are sent using the protocol established by the school district. The

district and building administrator approves all placements. 2. Once MNU receives a response from the district, the candidate information and a

handbook is sent to the cooperating teacher through email. 3. Course instructors then either email or schedule a time to meet briefly with mentors

to provide more specific information regarding candidate course expectations.

The following graphic provides an overview of MNU’s Practicum Placement Protocol.

How often are CMT members used? Staying in compliance with each building or district’s policy, no cooperating teacher may have more than one student teacher per year. Practicum students (field based experiences) may be hosted every semester. Should a district or school desire a different arrangement, their policy of choice will be utilized.

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How does MNU ensure the safety of your students? In August, all MNU teacher candidates are required to submit evidence of an annual:

• TB tests • Health Check Ups • Background Checks • Professional Liability Insurance

MNU will send documentation of these requirements to the appropriate personnel at each district office before a teacher candidate begins his/her clinical or field based experience.

What is the CMT application? The following is the application completed by the clinical mentor and signed by the building principal

CMT Application

Contact information—communications will be circulated through work only unless we are unable to reach you, at

which time personal contact information may be used.

Name: Principal’s Name:

School District: Principal’s Email:

Building Name: Home Address:

Work Address: Home Phone:

Work Email: Personal Email:

Work Phone:

Demographics—in order to fulfill requirements associated with our accreditation process (CAEP), it is necessary

for MNU to determine the demographic data of cooperating teachers. However, you are not required to complete

demographic questions.

Age: Race: Gender:

25-30 years of age

31-35 years of age

36-40 years of age

41-45 years of age

46-50 years of age

51-55 years of age

56+ years of age

African American

American Indian or

Alaskan Native

Asian or Pacific

Islander

Latino/a

White (not of

Latino origin)

Other (please

specify)

Male

Female

Do you have 3 years of teaching experience? Yes No

Do you hold a current teaching license? Yes No

What is your licensure area?

What is your licensure level? Pre-K

K-6

K-8

7-12

What is the highest degree you hold? Undergraduate

Masters

Doctorate

School Demographics—in order to fulfill requirements associated with our accreditation process (CAEP), it is

necessary for MNU to document school demographics.

In what type of school are you currently employed? (Check

all that apply)

Urban

Suburban

Alternative

Title I

Private

Faith-based

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Rural ESOL Charter

Is your school accredited? Yes No

Current Teaching and Asset Survey: The primary purpose of this portion is to help determine appropriate

cooperating teacher matches for student teachers and to better know areas of faculty expertise for training student

teacher candidates, cooperating teachers, and CMT members

What is the grade level of your current assignment?

What subjects do you teach in your current assignment?

If you are a Special Education teacher, which of the

following explains your program?

Low-Incidence

High-Incidence

Inclusion

Co-teaching

Cross-categorical

Pull-out

Please indicate whether you have experience with the

following student populations (or school communities).

Urban

Suburban

Rural

Title I

ESOL

Parochial

Alternative

Additional Comments:

What are your greatest strengths in the classroom?

Have you had mentoring training? Yes No

If yes, what type of training did you receive:

Professional Needs Assessment

What professional development needs and/or school

improvement initiatives are you interested in pursuing?

For the purpose of offering training sessions to student teachers,

cooperating teachers, our CMT or others, on what topics do you

have expertise? i.e. Are you well versed in classroom management

strategies? Cooperative learning? Issues of school violence?

The CMT program was established to promote partnerships between institutions of higher education and

local education agencies. Please note that district placement protocol will continue to be adhered to and

the district, principal and classroom teacher will always maintain final approval of all placement requests,

we only ask for consideration when a clinical mentoring request is received.

Please sign or provide a digital signature (typed name and initials) below indicating your

understanding of the MNU CMT program and membership responsibilities.

CMT Nominee Signature: Date:

Please sign or provide a digital signature (typed name and initials) below indicating your

understanding of the MNU CMT program, membership responsibilities, and confirmation of nominee

qualifications to serve as a future mentoring teacher.

Principal Signature: Date:

Return to: Jill Gonzalez-Bravo Director of Clinical and Field Based Experiences

Fax: 913-971-3407 Email: jegonzalezbravo@mnu.edu

MidAmerica Nazarene University 2030 E. College Way Olathe, KS 6606

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What does the school or district need to complete to be considered a clinical mentoring team partner? The following is an example of the Memorandum of Agreement used to establish clinical partnerships. District input is welcome in the agreement establishment. Please direct inquiries to the Director of Clinical and Field Based Experiences, Dr. Jill Gonzalez-Bravo (jegonzalezbravo@mnu.edu).

Ensuring student achievement Both now and in the future

Through partnerships committed to:

CLINICAL MENTORING TEAM

MEMORANDUM OF AGREEMENT-WITH A SCHOOL DISTRICT

THIS AGREEMENT, is made this __ day of __, 20**, by and between _ School District_ and

MidAmerica Nazarene University, (hereinafter referred to as “University”), an educational institution

of Higher Education, Kansas and the school district, _ School District_(hereinafter “School District”),

located in Kansas. The parties intend to be legally bound to the following terms:

I. PURPOSE

The University enrolls students in a teacher preparation program in which practicum and student

teaching experience is required. The University has engaged the School District so that University

teacher candidates (the "Student/s") can fulfill requirements at the School District's facilities and under

the School District's clinical supervision. The School District has agreed to serve as a Clinical

Mentoring Team (CMT) site and provide practicum and student teaching experience for the Student,

subject to the terms and conditions outlined below.

II. DUTIES AND RESPONSIBILITIES OF THE UNIVERSITY

A. Mutually beneficial relationships. The University is committed to establishing reciprocal relationships with the educational community. As outlined in the CMT handbook, clinical sites

will be provided a complimentary professional training event and vetted members of the

mentoring team will be made aware of and have access to University resources.

B. Communication. The University will provide the appointed representative of the cooperating

school with written materials (and a conference if necessary) regarding the clinical experience.

Close communications with appointed school personnel with respect to cancellations or

changes, which may occur in any clinical assignment, or in the event of an arising concern

regarding the teacher candidate.

C. Training. The University will provide cooperating teacher with a handbook, program overview

video, and an orientation to candidate expectations and program assessment tools. Cooperating

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teachers for student teachers will attend a candidate introduction and orientation dinner prior

to the semester start.

D. Additional Service Appreciation. The cooperating teacher and school’s service to the teacher

profession will be honored as follows:

1. Student Teaching Mentoring for the semester: $100 stipend or enrollment in

Mentoring Strategies, a graduate credit course worth two hours.

2. Schools attain an additional person focused on promoting student academic

achievement. The candidate volunteer will serve within the designated classroom/s

and can be instructed to participate in additional school community events.

E. Supervision. The University shall provide adequate supervision of practicum and student

teachers through scheduled classroom visitations and conferences with cooperating teachers,

teacher candidates, student teachers, and school administration personnel.

1. Practicum Instructors conduct a minimum of one classroom observation.

2. University Supervisors of student teachers conduct a minimum of three observations

in each clinical setting.

F. Evaluation. The University will work cooperatively with school personnel and candidates to

continually seek information in order to improve the mentoring and teacher preparation

program.

G. Qualifications of Students. The University affirms that the Student is qualified to participate in

the practicum or student teaching experience. The Student has the appropriate educational

background and skills consistent with the contemplated educational experience offered by the

School District.

H. Education of Students. The University shall assume full responsibility for the education of the

Student. The University shall be responsible for the administration of the teacher preparation

program, the curriculum content, the requirements of matriculation, grading and graduation.

I. Advising the Student of Rights and Responsibilities. The University will be responsible for

advising the Student of her own responsibilities under this Agreement. The Student shall be

advised of her obligations to abide by the policies and procedures of the School District and

that she may be expelled from the student teaching experience for failure to abide by any

School District policy and/or procedure.

J. Educational Goals. The University shall inform the School District of the University's

educational goals for the student teaching experience.

K. Submission of Placement Requests. The University shall submit the names of the students to

the School District or a designated representative at least four weeks prior to the practicum

assignment or student teaching.

L. Candidate Documentation. Health screen, TB test results, background checks, and proof of

liability insurance is collected by the education department and distributed to the designated

district/school contact.

M. Media Release: The University will train teacher candidates to adhere to media release

guidelines as relates to recording instruction for the purpose of self-reflection.

N. Concerns: The university documents all dispositional concerns identified by school personnel.

Any candidate receiving two disposition concern forms is placed on a remediation plan. If a

candidate does not comply with established expectations or upon the request of the cooperating

teacher or school leaders the candidate will be removed immediately.

O. Professional Liability Insurance. The University will ensure that the Student has procured

professional liability insurance at his or her own expense prior to the beginning of the student

teaching experience. This policy will remain in full force and effect for the duration of the

student teaching assignment.

P. General Liability Insurance. The University maintains general liability insurance in the amount

of $1,000,000 per claim and $2,000,000 in the aggregate.

II. DUTIES AND RESPONSIBILITIES OF SCHOOL DISTRICT

A. Establishment of Practicum or Student Teaching. The School District authorizes the use of its

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facilities as may be agreed upon by the School District and the University for a practicum or

student teaching clinical experience. This practicum or student teaching is for students enrolled

in the University’s Education Department. This practicum/student teaching is required and

authorized by law. The School District shall be responsible for facilitating the Student’s

professional growth during the student teaching experience.

1. Course Practicum Duration: Candidate clinical experiences focus on active

participation in the classroom and acquired teaching competencies. The duration of

the experience is dependent on course expectations and ranges in duration from 50-75

hours.

2. Student Teaching Duration: In order for candidates to gain a holistic perspective of

educator expectations, student teaching begins and ends on the district established

teacher contract for either the fall or spring semester.

B. Policies of School District. The School District will provide the University with all applicable

policies to which the Student is expected to abide by at least four (4) weeks in advance of the

Student’s participation in the student teaching or practicum experience.

C. Administration. The School District will have sole authority and control over all aspects of

student services it normally provides. The School District will be responsible for and retain

control over the School District matters and the operation of its programs.

D. Removal of Noncompliant Student. The School District shall have the authority to immediately

remove the Student if he or she fails to comply with School District policies and procedures.

If such a removal may occur, the School District should immediately contact the responsible

University Faculty Advisor to determine if a resolution other than removal can be reached.

E. Supervision of Students. The School District shall provide a cooperating teacher who will

supervise the Student’s activities during the practicum or student teaching experience. District

leaders will select a cooperating teacher based on the following criteria:

1. Demonstrated positive impact on student learning.

2. Certified in content area of instruction

3. Minimum of three years service to the teaching profession.

4. Ability and desire to mentor the professional development of candidates.

F. Media Release: The School District will support the University’s efforts to develop reflective

practitioners by allowing teacher candidates to record instruction for the purpose of improving

teaching and learning.

G. Reporting of Student Progress. The School District shall provide all reasonable information

requested by the University on a student’s work performance. If there are any student

evaluations, they will be completed and returned according to any reasonable schedule agreed

to by the University and the School District. The cooperating teacher will be asked to complete

the following documentation:

1. Mid-term evaluation (Student Teaching Only)

2. One Formal Observation of Candidate Instruction

3. Final Candidate Evaluation

4. Program Evaluation

H. Student Records. The School District shall protect the confidentiality of candidate records as

dictated by the Family Educational Rights and Privacy Act (FERPA) and shall release no

information absent written consent of the student unless required to do so by law or as dictated

by the terms of this Agreement.

III. TEACHER CANDIDATE EXPECTATIONS

A. Documentation requirements. Candidates must complete the following requirements prior to

entrance into practicum classrooms:

1. Health Screen and TB Test

2. Validity Background Check

3. Professional liability insurance with a minimum of one million in coverage

4. Practicum and student teaching orientation and training attendance.

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B. Media Release. The teacher candidate will work in cooperation with building administration

to ensure media release policies are followed.

C. Acceptable Use Policies. The candidate will adhere to both University and District

expectations in regards to the acceptable use of technology within the school setting.

D. Professional Dispositions. MNU recognizes the impact of dispositions on professional

practice and student learning therefore the following procedures were established to support

candidate professional growth. If concerns arise the cooperating teacher is asked to do the

following:

1. Address the concern with the candidate and speak with university supervisor or

practicum instructor.

2. If issue is not resolved complete and send a disposition concern form (located in the

handbook) to the Director Clinical and Field Based Experiences.

IV. MUTUAL TERMS AND CONDITIONS

A. Term of Agreement. The term of this Agreement is self-renewing until either party agrees to

dissolve the agreement with six months notice provided or until content of agreement

changes.

B. Nondiscrimination. The Parties agree to continue their respective policies of nondiscrimination

based on Title VI of the Civil Rights Act of 1964 in regard to sex, age, race, color, creed,

national origin, Title IX of the Education Amendments of 1972 and other applicable laws, as

well as the provisions of the Americans with Disabilities Act.

C. Interpretation of the Agreement and Venue. The laws of the state of Kansas shall govern this

Agreement. Any claim, dispute, or litigation relating to, arising out of, or implicating this

Agreement, shall be filed only in a Kansas federal or Kansas state court of appropriate

jurisdiction.

D. Modification of Agreement. This Agreement shall only be modified in writing with the same

formality as the original Agreement.

E. Relationship of Parties. The relationship between the Parties to this Agreement to each other

is that of independent contractors. The relationship of the Parties to this contract to each other

shall not be construed to constitute a partnership, joint venture or any other relationship, other

than that of independent contractors.

F. Non-Employee Status of the Student. The Student is not and shall not be considered an

employee of the School District or the University.

G. Entire Agreement. This Agreement represents the entire understanding between the Parties. No

other prior or contemporaneous oral or written understandings or promises exist in regards to

this relationship.

IN WITNESS WHEREOF, the authorized representatives of the parties have executed this

Agreement as of the date previously indicated.

MidAmerica Nazarene University: Representative

Print Name &Title Authorized Signature Date

District Representative

Print Name &Title Authorized Signature Date

Dr. Jill Gonzalez-Bravo

Director of Clinical and Field Based Experiences

jegonzalezbravo@mnu.edu

2030 E. College Way

Olathe, KS 66062

(Office) 913-971-3548 (fax) 913-971-3407

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What will the mentor receive upon nomination to the clinical mentoring team? Once a mentor receives a nomination to join the clinical mentoring team, a letter similar to the one below is sent via email.

Dear Clinical Mentor,

You have been nominated to participate in MidAmerica Nazarene University’s (MNU) Clinical Mentoring Team (CMT). This teaching excellence team is designed to promote a true partnership between P-12 schools and the university to equip innovative teacher candidates. These future teachers can only achieve the highest levels of accomplishment with access to the very best teacher mentors and models…you.

CMT membership began with your nomination and is confirmed after submission of a brief application and classroom visit. Benefits to membership include mentor training, professional development points (for re-licensure and staff development), professional affiliation, and a valuable contribution to the field of teaching. Furthermore, members have access to university resources and professional development offerings.

Membership implies your willingness to review and complete requirements related to serving as a cooperating teacher and consideration when asked to mentor a teacher candidate. Building principals and CMT members maintain final say as to the placement of a teacher candidate during any given semester. The enclosed handbook provides an overview of MNU’s CMT program and candidate expectations.

The CMT model offers the potential for a far-reaching, broad impact on teacher preparation. It would be a great honor to partner with you in this endeavor. As a CMT member, your influence will reach beyond your classroom into the classrooms of every candidate with whom you work.

Thank you for your consideration.

Dr. Jill Gonzalez-Bravo

Director of Clinical and Field Based Experiences

jegonzalezbravo@mnu.edu

2030 E. College Way

Olathe, KS 66062

(office) 913-971-3548 (fax) 913-971-3407

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How will the school or district be notified of a practicum or student teaching request?

The Director of Clinical and Field Based Experiences (DCFBE) will honor all school or district protocols related to candidate placement. Once the district has given directives as to the initial placement point of contact, a formal request is sent. Below is an example of the formal request. The DCFBE will follow up with an email or phone call to ensure receipt. The district contact will enter the mentor information on the document, indicate an inability to place, or provide an update on the status of the placement within two-three weeks. This allows the university to support course and practicum alignment and ensure candidate completion of licensure requirements within the enrolled semester.

MEMO TO:

FROM: JILL GONZALEZ-BRAVO, MNU

SUBJECT: PRACTICUM PLACEMENTS

DATE:

Practicum placement requests for Fall/Spring teacher candidates are listed below. Practicum duration is

established by the course instructor but often runs from mid September to the end of November (Fall) or February

to April (Spring). Generally, students take 40-60 hours to complete the course requirements.

Upon placement I will send mentors an online copy of the MNU Practicum Handbook and a 10-minute practicum

overview video. Course instructors will send an email introduction providing more information specific candidate

practicum expectations.

Please note, as required by KSDE, we place all teacher candidates with cooperating teachers holding current

licensure within the area they teach.

Should you be able to accommodate these requests, please complete the ‘Completed by School/District’ sections

below.

Upon receipt of placement, we will send all required documentation for each candidate (Health screen, TB test,

Validity background check, Proof of professional liability) by September 15 (Fall) or February 10 (Spring). MNU’s

highest priority is the safety of your students. Candidates will not receive placement information until all requirements

are submitted.

Course Name:

Completed by University Completed by School/District

Candidate

Name

Request Teacher Grade/Subject Email School

Course Name:

Practicum objectives listed below:

19

Department of Education

Dear Educational Leaders,

We appreciate your willingness to consider a clinical partnership with MidAmerica Nazarene

University. Field experiences are essential to the preparation of future educators. Our

candidates and faculty recognize how fortunate we are to have access to outstanding area schools

and teachers. Should you have any questions or concerns regarding our preparation program or

the Clinical Mentoring Team, please do not hesitate contacting me.

With gratitude,

Jill Gonzalez and the MNU School of Education

Dr. Jill Gonzalez-Bravo

Director of Clinical and Field Based Experiences

jegonzalezbravo@mnu.edu

(913) 971-3548