Microsoft Word - sharepoint.marshall.edu 2... · Web viewMarshall University. Fall 2017. TABLE OF CONTENTS. Page Introduction1. Guidelines for Clinical and Field-Based Experiences2

INITIAL LEVEL CLINICALAND FIELD-BASED EXPERIENCES

University Supervisors and Cooperating TeachersResource Manual

Marshall University

Fall 2017

TABLE OF CONTENTS

Page

Introduction.................................................................................................................1

Guidelines for Clinical and Field-Based Experiences................................................2

Design of Clinical and Field-Based Experiences........................................................4

Application of Program Knowledge Bases.................................................................8

Supervision of Clinical and Field-Based Experiences...............................................9

Experiences with Culturally Diverse and Exceptional Populations............................14

Sequencing of Clinical and Field-Based Experiences................................................15

Collaboration and Site Selection................................................................................18

Written Agreements....................................................................................................19

Candidate Eligibility Criteria......................................................................................19

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CLINICAL AND FIELD-BASED EXPERIENCES FOR INITIAL PROGRAMS

INTRODUCTION

Clinical and field-based experiences for initial programs in the College of Education and Professional Development are governed by a set of Guidelines for Clinical and Field-Based Experiences. These guidelines delineate the purposes of field- based and clinical experiences within the unit, identify criteria for developing and implementing such experiences, and identify unit and program responsibilities related to clinical and field-based experiences.

Field-based and clinical experiences systematically provide opportunities for candidates to work in a variety of settings. The experiences are conceptualized as being on a continuum from weekly participation/observation to full-time, on-site professional responsibility. These experiences and activities are sequenced to allow for candidate development throughout the respective programs.

A range of strategies has been developed by the COEPD to facilitate and monitor program sequencing. These strategies include sequenced program design, systematic scheduling, candidate advising and monitoring, and dissemination of information to candidates. Relevant instructional activities have been designed for each experience.

Clinical and field-based components of initial programs are focused on the integration and application of the respective program knowledge bases in a practical setting. Each program has identified the knowledge, skills or dispositions needed for application of the knowledge base, designed instructional strategies for teaching these skills and developed a system for assessing candidate performance in each of these areas.

All clinical and field-based experiences in initial programs are accompanied by professional supervision and feedback. The actual structure and operation of the supervision process varies depending on the specific program; however, all supervision efforts are guided by a pre-specified set of competencies which constitute the basis for feedback on performance.

Candidates enrolled in clinical or field-based experiences are exposed to diverse and exceptional student populations. Program site selection criteria address diversity and exceptionalities.

Sites for all clinical and field-based experiences are carefully evaluated and selected by the Assistant Director of Clinical Experiences and the program faculty. Criteria to guide the decision-making process have been identified. Procedures for developing agreements with school systems regarding field placements have been developed by program areas. Formal written agreements regarding clinical and field-based experiences are developed with school systems, schools and other agencies as appropriate.

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GUIDELINES FOR CLINICAL AND FIELD-BASED EXPERIENCES IN INITIAL PROGRAMS

The purpose of clinical and field-based experiences in initial programs in the COEPD is to prepare candidates to work effectively in specific professional roles. Clinical and field-based experiences provide the vehicles for integrating, translating and validating professional knowledge, research and best practice into effective performance.

The development and implementation of clinical and field-based experiences are guided by the following criteria:

1. Clinical and field-based experiences shall include direct involvement with school systems and community agencies and may include simulated experiences designed to approximate the role for which the candidate is preparing.

2. Clinical and field-based experiences shall be defined in terms of competencies which specify the expected level of performance in the professional role. Feedback to the candidate shall be provided in terms of achievement of competencies.

3. Clinical and field-based experiences shall be planned, implemented and supervised in collaboration with the appropriate educational or community agencies.

4. Clinical and field-based experiences shall be planned so that each professional education candidate has an opportunity to participate, if appropriate, in a variety of instructional settings with children of a variety of age and programmatic levels and to observe and work with a variety of classroom organization plans and staffing patterns.

5. Clinical and field-based experiences shall be planned to make positive contributions to the public schools and their students and to community agencies and their clients.

6. To support a high quality of supervisory practices, the COEPD and its respective programs shall provide information/training for public school, agency and college personnel in terms of program goals of the preparation programs and the particular objectives of the clinical and field-based experiences.

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Responsibilities of the COEPD

The COEPD is responsible for the governance and coordination of clinical and field-based experiences. Specific responsibilities at the unit level include:

1. Identify and disseminate CAEP, WVDE and other appropriate policies and standards relating to clinical and field-based experiences and ensure that programs are in compliance;

2. Develop and implement guidelines to ensure that clinical and field- based experiences are designed to prepare candidates to work effectively in specific education and agency roles;

3. Develop a database necessary to monitor and support clinical and field-based experiences;

4. Conduct regular evaluations, including follow-up studies of candidates and employers, and ensure that results are available for use in modifying programs as needed;

5. Develop and distribute a resource manual for University Supervisors and Cooperating Teachers;

6. Ensure that clinical and field-based experiences are defined in terms of competencies which specify the expected level of performance in the professional role; and

7. Ensure that clinical and field-based experiences are supervised by qualified college, public school and agency personnel.

Program Level Responsibilities

Program level responsibilities for clinical and field-based experiences include:

1. Define the competencies which candidates must demonstrate in order to meet program requirements.

2. Develop and distribute a student handbook for all candidates enrolled in clinical and field-based experiences;

3. Identify and monitor eligibility criteria for enrollment in clinical and field-based experiences;

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4. Ensure that clinical and field-based experiences provide candidates with appropriate diversity experiences;

5. Ensure that roles and responsibilities of candidates, clinical faculty and field-based supervisors are delineated in negotiated written agreements where appropriate;

6. Identify and assign clinical faculty who have the training and/or experience to supervise clinical and field-based practice in specific areas of specialization;

7. Identify and assign field-based supervisors who have a minimum of three years’ experience and are licensed/certified in the areas in which they are supervising; and

8. Ensure that clinical and field-based experiences operate within unit guidelines and policies.

DESIGN OF CLINICAL AND FIELD-BASED EXPERIENCES

Candidates are provided a variety of field-based and clinical experiences. These include observing classrooms, micro teaching, developing case studies, tutoring, assisting school administrators, developing curricula, using technology, and participating in school and community-wide activities. All candidates seeking state licensure have field experiences as components of their preparation programs. These practice and assessment components are supervised jointly by unit clinical faculty and cooperating school professionals.

A program-by-program description of clinical and field-based experiences is provided in the following paragraphs:

Early Childhood Education. The field and clinical experiences are courses that empower teacher candidates to work with groups of children at three levels of development (Infant and Toddler, Pre-kindergarten and Preschool Special Needs) and to have a taste of the administrative duties and experiences of child care directors, directors of child care services, or public school administrators.The practica and the capstone are equivalent to a student teaching experience for Elementary teacher candidates. There are three field experience practica each of 150 hours plus the Capstone experience: Infant and Toddler (ECE 421), Pre-kindergarten (ECE 431), and Preschool Special Needs (CISP 455). Each of these practica follow the guidelines established by NAEYC and/or CEC. During the capstone experience, the teacher candidates job shadow and become participant observers of an administrator in the field that most aligns with the candidate’s long term goals and interest or the candidate’s identified academic need. For example, one teacher candidate worked with a local child care director

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to prepare the center’s NAEYC accreditation package while another worked with the LINK child care resource and referral program working with families to secure needed subsidized services. In the interest of differentiated instruction, the capstone is tailored to meet the need and interest area of the teacher candidate. Total number of hours for all three practica and the capstone is a minimum of 600 clock hours.

The teacher candidate also experiences a number of informal field experience hours associated with classes.Course Field experience hoursEDF 270 (Child to Adolescent Development)

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CISP 320 (Survey of Exceptional Children) 15

ECE 303 (Child Development) 15ECE 322 (Language, Literacy, Numeracy)

15

ECE 323(Assessment of Young Children)

15

ECE 324(Early Childhood Math,Science and Technology)

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Total 110 hoursThese field experiences take the candidate from observation of a single child to the classroom teaching experience.

These field experiences further equip the candidate to handle the day to day workings of an early childhood setting. The skills include but are not limited to working with parents and support staff, planning and implementing curriculum, assessment and evaluation, using assessment and evaluation formatively to shape instructional choices, reflective teaching practices, and professional dispositions such as practices of life-long learners, confidentiality and collaboration.

Elementary Education . The Elementary Education program requires a combination of field and clinical experiences. These experiences give candidates approximately 600 clinical hours in K-12 schools during their program of study. Field experiences are small practica tied to specific methods courses, while clinical experiences are a three-part experience culminating in student teaching, both geared towards experiential development in a working K-Adult classroom.

Field experiences and associated courses:CI 301 – Mathematics Methods for Elementary Teachers (15 clinical

hours)CI 448 – Science Methods: Elementary Education (15 clinical hours) CISP 422 – Differentiated Instruction (15 clinical hours)

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CI 321 – Early Childhood Curriculum and Methods (15 clinical hours) CI 343 – Developmental Reading (15 clinical hours)CI 446 – Developmental Reading (15 clinical hours)

Clinical Experiences and descriptions Clinical I (35 hours)

As the first of three formal clinical experiences, the Level I clinical experience provides a window through which teacher candidates in the Professional Education Unit can view students and classrooms from the teacher’s perspective. It assists teacher candidates in gaining teaching skills through participation in tutoring, teaching, and other activities as appropriate in the classroom and provides opportunities for teacher candidates to observe the developmental levels of their students.

Clinical II (75 hours)As the second of three formal clinical experiences, the Level II clinical asks the teacher candidate to begin independent planning and execution of lessons/units, connect educational philosophy, research, and theory to his/her own practice. The candidate is also provided an opportunity to develop classroom management skills and utilize effective methods of instruction, including technology.Finally, the candidates begin regular reflection by formally examining and critiquing his/her own daily teaching as well as responding to issues of diversity, considering the needs of candidates individually as well as collectively.

Clinical III (16 weeks full day, or approximately 525 hours)

Student teaching is a semester-long, full-day experience in one or more public schools. As the final clinical experience, student teaching allows teacher candidates to apply theories, research, and philosophies of education to the practice of teaching in a public school. They also refine planning, teaching, management, assessment, and reflection skills to achieve a level of professional competence consistent with the institutional, CAEP, and state competency standards. Teacher candidates critically examine teaching and learning processes as well as student learning as well as assume the full role of a teacher. Candidates also use current technologies and strategies as well as enhance critical thinking and maximize learning, and develop reflective and self-assessment skills as they continually analyze and evaluate their own progress.

Secondary Education. The three major clinical experiences for Secondary Education 5-Adult and 9-Adult programs are Clinical I, II, and III. As the first of the three formal clinical experiences, Clinical I (35 hours) provides a window through which teacher candidates in the PEU can view students and classrooms from the teacher’s perspective. It assists teacher candidates in gaining teaching

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skills through participation in tutoring, teaching, and other activities as appropriate in the classroom and provides opportunities for teacher candidates to observe and compare the developmental levels of their students. Clinical II (75 hours) asks the teacher candidate to begin independent planning and execution of lessons/units. Furthermore, it provides a forum for candidates to connect a developing educational philosophy, research skill set, and theory to their practice. Candidates are provided an opportunity to develop classroom management skills and utilize effective methods of instruction, including technology. Finally, the Clinical II candidates begin regular reflection by formally examining and critiquing their daily teaching as well as responding to issues of diversity by considering the needs of students individually and collectively.

The Clinical III (16 weeks full day, or approximately 525 hours) is the culminating clinical experience in the program. Student teaching is a semester-long, full-day experience in one or more public schools. Clinical III allows teacher candidates to apply theories, research, and philosophies of education to the practice of teaching in a public school. Candidates refine planning, teaching, management, assessment, and reflection skills to achieve a level of professional competence consistent with the AAHPERD/AAHE, institutional, CAEP, and state competency standards. While assuming the full role of the teacher, candidates critically examine teaching processes and student learning. In addition, candidates use current technologies and strategies to enhance critical thinking and maximize learning. Clinical III allows candidates to write/reflect and document their experience under the supervision of licensed field-based cooperating professionals and the university supervisors/instructors. Through this practical experience candidates learn to translate their theoretical knowledge, skills, and dispositions gained from courses into hands on activities and, consequently, to effectively perform their responsibilities as highly trained teachers.

The field and clinical experiences courses in any field of study enable candidates to immerse themselves in the real world of work and integrate theory and practice through hands on experiences. Apart from the formal Clinical I, II, and III, three education courses have field project components as candidates are expected to collect data from children, teachers and families, analyze these data and determine applicable implications, and write reports as part of their course requirements. For example, in CI 403 (Methods and Materials of Teaching in the Middle Childhood Grades), candidates are required to observe middle school students in classroom settings for 15 hours and write reflective reports.Furthermore, they are asked to interview classroom teachers and document assessment and management strategies observed. The required journaling enables them to have more theoretical and practical knowledge about the instructional and educational aspects of Health education programs. In addition, the 15 hours required in CI 345 (Critical Reading, Writing, and Thinking) challenge candidates to reflect upon the psychological, social, and/or physiological factors influencing reading behavior. Candidates journal about their experiences and observations for each hour they are in attendance at the school.

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The third 15 hour informal field experience corresponds with CISP 422 (Differentiated Instruction). Within a public school setting, candidates tutor an exceptional student and maintain a daily journal for each session with the child.

APPLICATION OF PROGRAM KNOWLEDGE BASES

Clinical and field-based experiences provide opportunities for candidates to develop the skills that allow them to diagnose and solve problems that involve the application of program knowledge bases. These knowledge bases and skills are reflected in the specific objectives for each clinical or field-based experience as well as the performance assessment instruments used to assess candidate performance in each experience.

Initial programs are based on a design that incorporates institutional, state, and national standards teachers should know and be able to do. The Standards for Teacher Certification, for which each candidate must demonstrate competency, include curriculum and planning, the learner and the learning environment, teaching, professional responsibilities for self-renewal, and professional responsibilities for school and community. The standards are derived from the standards adopted by the WVBOE and are correlated with Interstate New Teacher Assessment and Support Consortium (INTASC), National Board for Professional Teaching Standards (NBPTS), and the standards of the Council for the Accreditation of Educator Preparation (CAEP) standards.

In addition to these standards, initial subject area programs are governed by standards adopted by applicable national organizations.

Exhibit 1Candidate Outcomes for Initial Programs

Standards Functions1. Curriculum & Planning Core Content; Pedagogy; Setting Goals and

Objectives for Learning; Designing Instruction; Student Assessments

2. The Learner and the Learning Environment

Understanding intellectual/cognitive, social and emotional development; Creating an environment of respect and rapport; Establishing a culture for learning; Implementing classroom procedures; Managing student behavior; Organizing thelearning environment

3. Teaching Importance of content; Communicating with students; Questioning and discussion techniques; Student engagement; Use of assessments in instruction; Demonstrating flexibility andresponsiveness

4. Professional Professional learning; Professional collaborative

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Responsibilities for Self-Renewal

practice; Professional contribution

5. Professional School mission; School-wide activities; Learner-Responsibilities for centered culture; Student support systems; StudentSchool and management systems; School, family andCommunity community connections; Strategic

planning/Continuous improvement; Teacherleadership; Ethical standards

These standards are assessed at the three clinical levels in the initial elementary and secondary programs and in the four practicum experiences for early childhood. Candidates must meet specified requirements that are contained in rubric indicators for each Standard for Teacher Certification at each level of clinical practice in order to continue in the program.

SUPERVISION OF CLINICAL AND FIELD-BASED EXPERIENCES

Clinical and field-based experiences are jointly supervised by a team comprised of a University Supervisor and a Cooperating Teacher.

GUIDELINES FOR SELECTION OF UNIVERSITY SUPERVISOR

The University Supervisor is an official representative of Marshall University whose primary responsibility is the supervision of teacher candidates during field-based experiences. The University Supervisor serves as the liaison between the University, cooperating teacher, and teacher candidate. Their role is to support and guide the teacher candidate by providing assistance/feedback to both the teacher candidate and cooperating teacher. The teacher candidate and cooperating teacher depend upon the University Supervisor as the primary university contact.

UNIVERSITY SUPERVISOR QUALIFICATIONS

Individuals who are selected and prepared for a supervisory role must have the skills, knowledge, and dispositions of highly accomplished professionals in the field of education to fulfill their responsibilities. Most University Supervisors are adjuncts; however, in smaller programs such as Special Education and Modern Languages faculty members supervise. Each program area within the College of Education and Professional Development identifies University Supervisors who meet the following criteria:

Criteria for adjunct Clinical Faculty: Demonstrate thorough knowledge of public education and the various agencies

involved and are capable of developing productive working relationships with candidates and all other persons involved in the teacher education process.

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Demonstrate superior knowledge of both the subject matter and the methodology of teaching.

Hold a valid licensure as required by the State of West Virginia, and have a minimum of five years public school teaching experience.

Participate in staff development opportunities for clinical teachers and Clinical Faculty as developed and agreed upon by the College of Education and Professional Development Schools.

Criteria for Faculty/Staff members that serve as Clinical Faculty: Demonstrate thorough knowledge of public education and the various agencies

involved and are capable of developing productive working relationships with candidates and all other persons involved in the teacher education process.

Demonstrate superior knowledge of both the subject matter and the methodology of teaching.

Hold a valid licensure as required by the State of West Virginia, and have a minimum of three years public school teaching experience.

Participate in staff development opportunities for clinical teachers and Clinical Faculty as developed and agreed upon by the College of Education and Professional Development Schools.

Major Responsibilities

University Supervisors have three main responsibilities. First, they assist and evaluate candidates. As part of the evaluation process, they conduct an initial visit, observe four lessons, score the candidate’s unit plan, teacher candidate work sample, and capstone presentation, and prepare a final evaluation report.Throughout the semester, they review planning documentation and read reflective assignments. They listen to candidate’s ideas and concerns, make suggestions, and provide feedback.They also have the responsibility to support the clinical teacher’s work with the candidate. They communicate regularly, explain program procedures and expectations, and respond to questions and concerns.Finally, the University Supervisor serves as a liaison between the school and the college, interacting with university personnel, school administrators and all those involved in the candidateship process.

University Supervisor TrainingAll supervisors must attend a half-day orientation session each academic year conducted by the SCOPES to become familiar with the expectations for supervising candidates. These orientations are scheduled

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according to the needs of the faculty involved. Topics include roles and responsibilities of the candidate, clinical teacher and University Supervisor during the candidateship; paperwork and deadlines; and working with a marginal candidate.

COEPD EXPECTATIONS FOR UNIVERSITY SUPERVISORUniversity Supervisors will receive their list of teacher candidates from SCOPES office by the end of the semester prior to the start of a new semester. This email will include a list of student teachers and their placement information.

Please call or email prior to Student Teacher Orientation. Your first visit to the school should be scheduled WITHIN THE FIRST TWO WEEKS OF THE ASSIGNMENT. Be prepared to give both the teacher candidate and the cooperating teacher your home or cell phone number, in case one needs to contact you during non-working hours.

Requirements-Observations and EvaluationsYou are required to visit a teacher candidate four times throughout the semester. If there is a need to visit more frequently due to concerns, please feel free to do so. If a teacher candidate is experiencing difficulty, an alert MUST be reported to the SCOPES office for documentation purposes. The teacher candidate and Cooperating Teacher will evaluate the Clinical Faculty/Supervisor. Include this information in comment section of the evaluation. The schedule of visits is as follows:

1. University Supervisors are expected to make 4 visits per eight-week placement. The visit schedule is flexible; however, each visit is to be a formative experience.a. The University Supervisor will make an initial visit for

introductions and scheduling of formal observations. Discuss your expectations with the teacher candidate and cooperating teacher. Teacher candidates have been encouraged to ask questions during this meeting regarding their practice expectations.

b. University Supervisors are to complete two progress reports that include both a pedagogical observation and content specific observation and one formal written evaluation during each eight week placement. PLEASE schedule a conference with the teacher candidate to discuss the results of the evaluation before it is sent to the SCOPES office. It is critical that the teacher candidates are aware of any “areas to improve” or “dispositions” on which they must specifically work to improve.

2. Write a progress report of the teacher candidate’s performance before and after the midterm. Elaborate on the candidate’s strengths AND areas that need improvement along with identifying dispositional progress. At this point, all teacher candidates should have areas that need improvement. It is critical that the teacher candidates are aware of any “areas to improve” or “dispositions” on which they must specifically work to improve.

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3. A written progress report at the end of the eight-week placement. It is critical that the teacher candidates are aware of any “areas to improve” or “dispositions” on which they must specifically work to improve. Elaborate on their strengths AND areas that need improvement along with identifying dispositional progress.*For dual placements, you will complete a final evaluation for both placements along with the content-specific evaluations.

During your initial visit, check to see that the student teaching assignment is "working." If you have concerns, call the Assistant Director of Clinical Experiences, Amanda Preece, at 304-696-3100. The authorization to move the students must be initiated and requested by the SCOPES office.

After ANY student teaching evaluation, please set up a time to conference with the teacher candidate. They need to know what they are doing correctly and what needs improvement. Set a time, too, to conference with the cooperating teacher. There are times that you will want to conference as a group as well. Keeping lines of communication open will be one of your most important and challenging tasks.

Selection of Cooperating TeachersCooperating teachers (Supervising Teacher) play a critical in the professional development of the teacher candidate.Cooperating teachers must:

Have a valid teaching certification/license for current teaching assignment Have a minimum of three years of experience at the current teaching

assignment. Have the support of the building supervisor/administrator to host a teacher

candidate. Have a philosophy that is consistent with that of the program. Understand all roles and responsibilities. Be willing to participate in the role as cooperating teacher and required training

and development initiatives.

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The Supervisory RelationshipYour roles and responsibilities as the cooperating teachers are numerous. However, serving as the supervisor and mentor is the primary focus. The supervisory aspect of the cooperating teacher's role requires that you be:

Open Firm Direct Constructively critical Honest

The mentoring aspect of the cooperating teacher's role requires that you be: Encouraging Motivating Supportive An advocate A role model for professionalism A role model for appropriate teaching practices

A cycle of "plan-teach-reflect" should be modeled in order for the teacher candidate to adjust teaching practice, and knowledge, as well as to gain the confidence pedagogically. The teacher candidate should be "coached" such that he/she increases his/her knowledge and skills in a way that all competencies of the beginning teacher standards are met by the conclusion of the teacher candidateship.

Responsibilities of the Cooperating TeacherPrior to the Mentorship

Become familiar with university and/or program materials and philosophy through training sessions

Become familiar with university and/or program expectations through training sessions

Become knowledgeable in using systematic observation techniques through training sessions

The First Day Orient the teacher candidate to the school building and facilities Provide the teacher candidate with his/her own work space Structure teaching tasks and create a tentative schedule for their completion Familiarize the teacher candidate with routines and management in his/her

classes Provide the teacher candidate with essential materials and resources

(rosters, grading sheets, policies, resource materials, etc.)Early in the Placement

Accept the teacher candidate as a professional person

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Introduce the teacher candidate to students as a professional member of the teaching team

Acquaint the teacher candidate with appropriate school and district policies and procedures, school personnel, materials, resources, and programs

Schedule regular weekly mentoring /coaching time with the teacher candidate Demonstrate teaching techniques Assist the teacher candidate in learning about the student with whom he/she

will be working Involve the teacher candidate in early activities such as taking roll, grading,

adapting assignments, etc.Throughout the Mentorship

Provide consistent oral and written feedback Serve as the teacher candidate mentor and advocate Contact the clinical faculty with concerns, questions, changes, etc. Provide teacher candidate with the opportunity to observe other classes Review teacher candidate daily and long-range/unit and lesson plans Collaborate with teacher candidate and the clinical faculty in the

establishment of a schedule for expanding teaching responsibilities Determine with the clinical faculty that the teacher candidate has

demonstrated the skills and competencies specified by the summative assessment tool

Encourage the teacher candidate to be creative and try new strategies; recognize that the teacher candidate may need to organize the teaching/learning with the classroom in a different manner

Prepare to provide time for the teacher candidate to be left in complete charge of the class

Participate in evaluating teacher candidate progress with the clinical supervisor through completion of mid-term and final evaluations

Adapted from Iowa University and the Internship Resource Center 2011

EXPERIENCES WITH CULTURALLY DIVERSE AND EXCEPTIONAL POPULATIONS

Programs within the unit make a conscious effort to prepare candidates for the social, political and economic realities of a complex and culturally diverse world. This commitment is formalized in the statement of role expectations for candidates in professional education programs, the statement of expectations the unit has for each candidate, goals identified for each program and in the objectives for specific courses. The unit emphasizes an understanding and application of instruction for individual learning needs, including those of culturally diverse and exceptional populations through the development and selection of field-based and clinical experience opportunities for its candidates.

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SEQUENCING OF CLINICAL AND FIELD-BASED EXPERIENCES

The unit has developed and implemented a number of strategies to ensure that field-based and clinical experiences are addressed in a logical and sequenced manner. These strategies include the manner in which programs have been planned and designed, systematic and sequenced scheduling of courses, increased dissemination of information to candidates regarding required course sequencing, increased emphasis on candidate advising, and improved candidate monitoring systems. Each of these strategies is discussed in detail in the following paragraphs.

Program Planning and Design. Faculty have conceptualized and designed the clinical and field-based experiences as sequenced elements of a total program. Clinical and field-based experiences have also been defined in terms of a continuum from minimal participation/observation to the assumption of full-time professional responsibility.

Course Scheduling. Unit programs have developed course scheduling cycles which incorporate the systematic offering of courses. As a result, courses become available to candidates in the properly sequenced manner.

Student Advising and Monitoring. There has been an increased emphasis across the unit on the role of the faculty advisor in ensuring that clinical and field- based experiences are completed in the appropriate sequence. Each candidate is assigned an advisor at the time of acceptance into the College of Education.

Student Information Dissemination. Information regarding the proper sequencing of courses is made available to candidates through the COE website, Undergraduate College Catalog and information distributed by each program.

Clinical experiences are sequenced according to the following levels:

Level I – First of three formal experiences (35 Hours)

Purpose: provides a window through which teacher candidates in the College of

Education can view students and classrooms from the teacher’s perspective. assists teacher candidates in gaining teaching skills through participation in

tutoring, teaching, and other activities as appropriate in the classroom. provides opportunities for teacher candidates to observe the

developmental levels of their students.

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Description: The Level I clinical experience is a 35-hour public school experience with 0 credit hours. Level I consists of an experience in either a public elementary, middle, or high school that includes observation, tutoring, and working with individuals and/or small groups of students.

Week 1: Observation, participation and reflection.

Weeks 2-4: Assisting cooperating teacher, individual and/or small group tutoring and/or teaching lessons using the lesson plans of the cooperating teacher.

Level II – Second of three formal experiences (75 Hours)

Purpose:

begin independent planning and execution of lessons/units. connect educational philosophy, research, and theory to his/her own

practice. develop classroom management skills. utilize effective methods of instruction, including technology. begin regular reflection by formally examining and critiquing his/her own

daily teaching. respond to issues of diversity, considering the needs of students

individually as well as collectively. articulate personal beliefs (dispositions) regarding teaching and learning.

Description: The Level II clinical experience is a 75-hour experience in elementary, middle or secondary schools with 0 credit hours. The Level II clinical in CI 470, CI 472, and EDF 637 must include teaching a minimum of 18 to 20 days in each of two traditional classes or in one 90-minute block class, including an 8 to 10 consecutive-day unit. The Level II clinical in CI 471 must include at least 20 days of teaching and a minimum of six individual lesson plans.

Week 1 (2 hours per day) - Observation, participation, and reflection.

Week 2 (2 hours per day) - Assisting cooperating teacher, individual and/or small group teaching.

Weeks 3-6/7 (2 hours per day) - Practicing the use of several specific teaching strategies as assigned by the methods instructor; teach an 8- 10 consecutive day unit of instruction.

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Level III – Student teaching - Third of three formal experiences (16 weeks)

Purpose: As the final clinical experience, student teaching allows teacher candidates to: apply theories, research, and philosophies of education to the practice of

teaching in a public school. refine planning, teaching, management, assessment, and reflection skills to

achieve a level of professional competence consistent with the COE, CAEP, and state competency standards.

critically examine teaching and learning processes and student learning as well as assume the full role of a teacher.

use current technologies and strategies as well as enhance critical thinking and maximize learning.

develop reflective and self-assessment skills as they continually analyze and evaluate their own progress.

respond to issues of diversity, considering the needs of students individually as well as collectively.

Description: Student teaching is a semester-long, full-day experience in one or more public schools. Undergraduates receive 12 hours (CR/NC) for student teaching; MAT candidates receive 6 hours (CR/NC). The number of public schools in which teacher candidates are placed during this clinical is determined by the candidates’ combination of teaching fields and grade levels. Teacher candidates will have two eight-week placements with each placement utilizing the following sequence.

Weeks 1-2: ORIENTATION: LIMITED PARTICIPATION IN TEACHINGTeacher candidate becomes acquainted with the school policies, the classroom, and the students; assists with teaching and begins planning for teaching. In the second or third placement, the teacher candidate may not need as much time for orientation.

Weeks 2-3: TEACHINGCooperative teacher gradually shifts responsibility--one class at a time--to the teacher candidate; teacher candidate begins full- time teaching.

Weeks 3-4: TEACHINGTeacher candidate is responsible for full-time, full-day teaching for a minimum of three weeks.

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Week 5-7: TEACHINGTeacher candidate continues full-time teaching.

Week 8: ANALYSIS AND REFLECTIONTeacher candidate gradually gives the classes back to the cooperating teacher. This allows time for the teacher candidate to observe modeling of the cooperating teacher and any other teachers in the building who have strengths in innovative teaching, classroom management, discipline, teaching for critical thinking, etc.

PLACEMENT OF TEACHER CANDIDATES

1. The Assistant Director of Clinical Experiences in the SCOPES office assigns teacher candidates to school sites that provide the greatest possible diversity of experiences and meet the standards of the West Virginia Department of Education, by consulting the School Data site provided by the West Virginia Department of Education.

2. The county school system enters into a contractual agreement with Marshall University and the College of Education and Professional Development to accept teacher candidates.

3. Clinical placements are generally as close to the Marshall campus as possible; however, the COEPD is not able to guarantee that available placements will be proximal to the university. Transportation to and from clinical experiences is the responsibility of the teacher candidate.

4. When family circumstances warrant, the Leadership Team in the COEPD may grant the teacher candidate permission to be supervised by another college or university that is CAEP accredited and provides the greatest possible diversity of experiences.

5. Teacher Candidates are placed in schools, which hold full approval from the West Virginia Department of Education.

6. Teacher candidates will not be placed in schools from which they graduated or in schools where close relatives are enrolled or working.

7. Changes in placement will not be permitted unless approved in writing by the Assistant Director of Clinical Experiences.

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8. Experiences in unauthorized settings will not be counted as credit toward fulfillment of required clinical hours.

9. Classroom teachers who serve as cooperating teachers must:

a. hold a valid teaching license for the subject and/or grade levels for the teaching position in which placement is made.

b. have a minimum of three years teaching experience during the last five years at the grade levels and in the area of the clinical assignment and be recommended by the school principal.

c. enter into a contractual agreement each semester with Marshall University and the College of Education to accept teacher candidates.

WRITTEN AGREEMENTS

Formal written agreements are negotiated between Marshall University College of Education and Professional Development and each county.

CANDIDATE ELIGIBILITY CRITERIA

The process for determining eligibility for enrolling in clinical or field-based experiences includes review at the program level and at the unit level in some instances. At the unit, candidates in selected programs are required to submit an Application for Clinical or Field-Based Experience at least one semester prior to enrolling. These applications are reviewed by the Director of the SCOPES office and the appropriate program to determine if the candidate meets the prescribed criteria. The criteria for unit-level screening require the candidate to be fully admitted to a program, in good academic standing and to have completed all required prerequisite courses. Applications from candidates not meeting the prescribed criteria are returned with an explanation as to why the application was not accepted.

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Contact InformationKandice Rowe, Director of Student Center of Professional Education Services (S.C.O.P.E.S.)COEPD

225 Jenkins HallOne John Marshall Drive Huntington, WV [email protected]

Amanda Preece, Assistant Director of Clinical ExperiencesCOEPD


Toni Ferguson, Program AssistantCOEPD


Cooperating Teacher

Handbook

Student Center of Professional

Education Services (S.C.O.P.E.S)

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2017-2018

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Payment

FAQs Content

Unfortunately cooperating teachers cannot be paid for their time mentoring clinical students. However, the SCOPES Office offers several opportunities throughout the semester for teachers to attend professional development and professional collaboration meetings.

Clinical Student as SubstituteCooperating teachers are encouraged to provide time for the clinical student to be completely in charge of the classroom. However, clinical students should never be used in lieu of a substitute teacher or left for long periods of time without supervision. Remember these students are not yet certified and may not yet have the experience to run a classroom on their own.

Paperwork DueLevel II teacher candidates are required to have a mid-term and final evaluation as well as a timesheet completed; all of which must be submitted through LiveText. Level III student teachers require a final evaluation completed in collaboration with the cooperating teaching for each placement. The student teaching portfolio will be due at the time of the teacher candidate’s capstone.

Important DatesThe SCOPES Office will provide a schedule of important dates at the beginning of each semester including due dates, start and end dates, etc. In addition, you may want to obtain a copy of the schools calendar and stay aware of out of school days.

FormsAll forms may be obtained from the S or online. Contact Toni Ferguson at 304-696-3239.

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251 Welcome to Supervision

2 Introduction to Clinical Experience

3 Professional Education Unit Conceptual Framework

4 Educator as Critical Thinker

5-6 Role of the Cooperating Teacher

7-8 Notes for the Cooperating

Teachers

9 West Virginia Professional Teaching Standards

9 Professional Development Schools

10 Clinical Student Dress Code

11 Attendance Policy

12 Level II Clinical Experience

13 Level III Clinical Experience

14 Orientation

14 Level III Seminar

15 FAQs

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Welcome to SupervisionThank you for working with teacher candidates from Marshall University as a cooperating teacher. Your willingness to help us support the learning, growth and development of teacher candidates speaks to your commitment to quality teaching. We know that supervision is a difficult responsibility to undertake, given the need to delicately balance support and guidance with critique and evaluation. As a supervisor you are responsible for moving new teachers from a focus on themselves to a focus on student learning. The College of Education and Professional Development depends on you—your careful observation, astute judgment, fair and candid feedback and informed assessment—to be able to confidently recommend our graduates for teacher certification.

At the heart of supervision is determining teacher candidates’ readiness for teaching and certification. Some teacher candidates may experience difficulty during their placements that might lead to failure. Your feedback and support is necessary to guide them through the experience as they continue their preparation into teaching. It is important that detailed documentation is kept and communicated to ensure the candidate is receiving the supports necessary for success. You are an essential piece of the teacher candidate’s training

We want our candidates to reach their full potential as teachers. As such you will find that not all students need the same structure. However, you need to ensure that all assessments are fair and that all students are held to the same rigorous standard of quality teaching expected from Marshall University.

All cooperating teachers will be provided with an

orientation from the Office of Clinical Experience at the beginning of each school year. This will be an informational session with updates to requirements and forms as well as important dates for the semester. Cooperating teachers are encouraged to check with their building coordinator or administrator for updates from the Clinical Office throughout the year. Additional professional development will also be available throughout the semester.

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27Level II & III OrientationA comprehensive orientation will be provided to teacher candidates each semester for Level II and Level III clinicals to ensure they are prepared for their placement. During the orientation session, the Office of Clinical Experience will communicate the following items: University expectations for clinical students Evaluation process Lesson plan requirements Teacher candidate work sample and capstone

requirements (Level III only) Important dates and sequencing of placements

Students should also be provided with an orientation to the school and its programs by either an administrator or the building coordinator. As cooperating teacher, you will want to set time aside on the candidate’s first day to review classroom procedures and expectations. Also provide the candidate with any essential materials and resources (rosters, grading sheets, policies, resource materials, etc.).

Level III SeminarLevel III teacher candidates are required to attend a weekly seminar provided by the University Supervisor. In PDS schools, the supervisor is asked to work collaboratively with the building coordinator. The seminar sessions are typically an hour, but may vary based on the need of the teacher candidates. Clinical students should not be pulled from their teaching assignment for seminar. Seminar should be scheduled after school at a convenient time and location.Seminar time is important to provide information to your students, a time to discuss issues, give feedback and continue to support the students in their preparation of their teacher candidate work sample. Sequencing of the seminar should follow the timeline of

the student in the placement and the needs of the students. Communicate with the university supervisor or building coordinator areas you feel should be addressed during seminar.Attendance at seminar is mandatory for level III clinical students.

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Level III Experience Introduction to S.C.O.P.E.S.Description of ExperienceStudent teaching is a semester-long, full-day experience in one or more public schools. Undergraduates receive 12 hours (CR/NC) for student teaching; MAT candidates receive 6 hours (CR/NC). The number of public schools in which teacher candidates are placed during this clinical is determined by the candidates’ combination of teaching fields and grade levels. Teacher candidates who are assigned three five-week placements or one sixteen week placement should consult the university supervisor for sequencing. Most teacher candidates will have two eight-week placements.Evaluation RequirementsLevel III placements require a final evaluation along with a daily timesheet. A mid-term should be completed if there are concerns about the candidate’s performance. Evaluations should be completed collaboratively between the university supervisor and cooperating teacher. Forms should be returned to the office of clinical experience in a timely manner.Sequencing of PlacementCandidates with two eight week placements should utilize the following sequence:Weeks 1-2: ORIENTATION: LIMITED TEACHING - Teacher candidate becomes acquainted with the school policies, the classroom, and the students; assists with teaching and begins planning for teaching. In the second or third placement, the teacher candidate may not need as much time for orientation.

Weeks 2-3: TEACHING - Cooperating teacher gradually shifts responsibility--one class at a time--to the teacher candidate; teacher candidate begins full- time teaching.

Weeks 3-7: TEACHING - Teacher candidate is responsible

for full-time, full-day teaching for a minimum of three weeks. During this time, the teacher candidates delivers their unit.

Week 8: ANALYSIS AND REFLECTION - Teacher candidate gradually gives the classes back to the cooperating teacher. This allows time for the teacher candidate to observe modeling of the cooperating teacher and any other teachers in the building who have strengths in innovative teaching, classroom management, discipline, teaching for critical thinking, etc.

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29The Student Center of Professional Education Services (S.C.O.P.E.S.) provides information, support, and resources to faculty, staff, and students engaged in professional education programs. Our purpose is to cooperatively work with educational stakeholders to address program, practice, research and policy issues relevant to the preparation of teachers and other educational specialists. Additionally, our office partners with counties to facilitate professional development for both pre-service and in-service teachers. We strive to work closely with both the community and counties in an attempt to cultivate and sustain active and ongoing initiatives that foster continuous improvement.Cooperating Teacher GuidelinesCooperating teachers serve a vital role as liaison, resource, and support for the teacher candidate, university and the cooperating school during clinical placements. Cooperating teachers should:

Provide teacher candidates with a safe environment to complete their clinical placement.

Model a cycle of plan-teach-reflect with clinical student. Coach clinical student throughout placement to

ensure the student is on- level for a beginning level teacher.

Provide consistent feedback to clinical student on all aspects of teaching including lesson planning, classroom management, student interactions, reflections, etc.

Counsel with individual teacher candidates about their personal and professional concerns.

Provide teacher candidates and cooperating teachers with resource materials, such as handbooks and guides.

Motivate the teacher candidate to be creative and try new strategies.

Work with teacher candidates, university supervisors, and principals to plan and to evaluate programs and schedules for teacher candidates.

Guide teacher candidates to interpret their school experiences and to assist with special instructional problems.

Collect and interpret all evaluative information regarding teacher candidates and arrive at their final grades and ratings, using appropriate program criteria.

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Conceptual Framework for the Professional Education UnitPROFESSIONAL EDUCATION UNIT MISSION

The College of Education and Professional Development (COEPD) is composed of the School of Education and the Graduate School of Education and Professional Development. The Professional Education Unit (PEU) includes the School of Education and the Graduate School of Education and Professional Development. The mission of the Professional Education Unit is to prepare teachers and other school personnel, including school counselors, principals, reading specialists, supervisors, superintendents, school psychologists, and other school related personnel. The mission of the unit also includes a commitment to continuing education opportunities for teachers and school personnel in a wide range of disciplines.

The initial programs are guided by the framework Preparing the Educator as Critical Thinker, and the advanced programs are guided by the framework Preparing the Experienced Professional as Specialist.

The unit vision and mission are consistent with the institutional mission. Intrinsic to both the undergraduate and graduate missions is a commitment to provide education that contributes to the development of society, that accepts responsibilities of life within a culturally diverse society, and that facilitates integrity of the curriculum through the maintenance of rigorous standards and high expectations for student learning and performance. The unit recognizes commitment to the learning of all public school students, commitment to the profession, and commitments to diversity and technology

as critical components of educational success.

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31Level II ExperienceDescription of ExperienceThe Level II clinical experience is a 75-hour experience for all clinical students in CI 470, CI 471, CI 472, and EDF 637. This is a 0 credit course, which includes a minimum of 18 to 20 days teaching, including a minimum 5 consecutive-day unit (length to be determined collaboratively by cooperating teacher and university supervisor).Evaluation RequirementsLevel II placements require a mid-term evaluation and final evaluation along with a daily timesheet. Evaluations should be completed collaboratively between the university supervisor and cooperating teacher.Forms should be submitted through LiveText in a timely manner.Sequencing of PlacementTeacher candidates should follow the sequence below for their level II experience:Week 1 (2 hours per day/consecutive days) - Observation, participation, and reflection.

Week 2 (2 hours per day/consecutive days) - Assisting cooperating teacher, individual and/or small group teaching.

Weeks 3-6(2 hours per day/consecutive days) - Practicing the use of several specific teaching strategies as assigned by the methods instructor; teach a 5-10 consecutive day unit of instruction.

Week 7 (2 hours per day/consecutive days) - Reflection and wrap up time with students.

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Attendance PolicyClinical students are expected to be at their assigned school on time each day ready to teach or learn. University supervisors should become familiar with the school and cooperating teacher’s schedule. If that teacher has a duty, the clinical student is expected to do that duty as well.If a student is going to be tardy or absent for any reason, the clinical student should notify the cooperating teacher and university supervisor immediately. Level III clinical students are allowed 2.5 excused absences per placement before time must be made up. Remember that three tardies equals one absence.University supervisors will maintain an attendance record for each clinical student which will record each tardy and absence. When a clinical student is absent, the university supervisor should update the absence record that will indicate the reason of the absence so the Office of Clinical Experience can determine if the absence is “excused” or “unexcused”. The office will also track the number of absences for each student. Clinical students that are excessively tardy or absent will be placed on a plan of improvement because they are in danger of not passing their clinical.

Violation of the Attendance Policy will result in the following action:Any time a candidate is tardy or absent, the university supervisor will conference with him/her and record the attendance issue with the Office of Clinical Experience to determine if it is excused or unexcused which will determine if time must be made up.Action 1: After the 3rd absence (keeping in mind this could be a combination of absences and tardies), the clinical student will be placed on a plan of improvement.Action 2: After the 6th absence, the clinical student will

receive an incomplete for that placement and will have to repeat the placement in another semester.Action 3: After the 10th absence, the clinical student will receive a grade of “no credit” and will have to repeat the placement(s) in another semester.

* Pending Approval

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33Preparing the Educator as Critical Thinker

Focusing on the conceptual framework of Preparing the Educator as Critical Thinker, the initial programs in the Professional Education Unit seek to prepare highly qualified, critically engaged education professionals and to support the professional development of educational practitioners in order to broaden and deepen their pedagogical skills, research skills, and understanding of new research and theory.

Goals for initial programs emphasize educational opportunities for candidates, best practices by candidates and faculty, and the integration of technology into all aspects of the educational experience. The programs make available to candidates a variety of unique learning experiences that prepare them through coursework and field-based and clinical experiences in the public schools. Initial programs also participate in the continuing development of practicing educators through cooperative ventures in local and regional communities.

Faculty members in the Professional Education Unit define the conceptual framework, Preparing the Educator as Critical Thinker, by the following critical thinking themes based on the work of Richard Paul (2008):

Critical thinking both promotes and depends on the willingness to examine a variety of perspectives on any single issue.

Critical thinking promotes independence in thought and action,

Critical thinking involves inquiry of various types, Critical thinking results in reasoned value judgments,

and Critical thinking is the process by which individuals

relate theory to practice in deliberate ways.

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The Role of the Cooperating TeacherObservations and Evaluations

Your roles and responsibilities as the cooperating teacher are numerous. However, serving as the supervisor and mentor is the primary focus. The supervisory aspect of the cooperating teacher's role requires that you be open, firm, direct, constructively critical, and honest. The mentoring aspect of the cooperating teacher's role requires that you be encouraging, motivating, supportive, an advocate, a role model for professionalism and a role model for appropriate teaching practices.

A cycle of "plan-teach-reflect" should be modeled in order for the teacher candidate to adjust teaching practice, and knowledge, as well as to gain the confidence pedagogically. The teacher candidate should be "coached" such that he/she increases his/her knowledge and skills in a way that all competencies of the beginning teacher standards are met by the conclusion of the teacher candidateship.You will have the opportunity to observe the candidate daily so it is important to provide them consistent feedback. Set regular meeting times to conference with the teacher candidate. Candidates need feedback on what they are doing well and support to address areas of concern. Set time also to conference with the university supervisor to collaborate on the candidate’s strengths and weaknesses. Keeping lines of communication open will be one of your most important and challenging tasks as a supervisor.A final evaluation should be completed on the teacher candidate at the end of each placement collaboratively with the university supervisor. It is critical that the teacher candidate is aware of any “areas to improve” or “dispositions” on which he/she must specifically work to improve.

Addressing IssuesIf a teacher candidate is experiencing difficulty or the placement is not appropriate, contact the SCOPES Office immediately and remember to document all concerns. If a teacher candidate is having difficulty, do not wait to take supportive actions and make sure to keep channels of communications open.

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35Clinical Student Dress CodeAs representatives of Marshall University, clinical students are expected to present themselves in a professional manner. Our physical appearance helps establish a reputation and authority among students and colleagues. Creating and maintaining a professional demeanor should be a full-time goal while working in the school setting.Although the school the clinical student is working in may not have a dress code, the student is expected to follow the expectations set by the College of Education: Dress should be business casual. Consider that certain

informalities in dress may be a privilege of regular faculty members and not applicable to a clinical student.

Clothing should appropriately cover the body (consider length and fit).

Hair should be well groomed Tattoos and piercings, except for ears, should not be visible No jeans No tennis shoes (unless you are in a PE classroom) Casual dress may be worn only on special days as

designated by the school. The student should discuss these circumstances with the university supervisor.

An administrator or cooperating teacher has the right to send a clinical student home if he/she arrives at school inappropriately dressed. This will result in an unexcused absence for that student which will have to be made up to complete the clinical.When in doubt, clinical students should check with the university supervisor or the SCOPES Office to avoid wearing something inappropr iate .

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Professional Teaching StandardsTeachers play a new professional role as facilitators of education to assure that every student has the opportunity for success in life and in work in this global society. These professional teaching standards are the basis for teacher preparation, assessment of teacher practice and professional development. Professional teaching standards provide a common language that describes what a teacher needs to know and be able to do. The curriculum for West Virginia higher education teacher preparation programs that lead to certification should reflect, and be aligned to, these teaching standards.Marshall University College of Education and Professional Development uses the WV Professional Teaching Standards to evaluate clinical students. These professional teaching standards provide the expectation that every West Virginia teacher will demonstrate expertise in five broad areas that are the basis for what teachers must know and be able to do:

•Curriculum and Planning•The Learner and the Learning Environment•Teaching•Professional responsibilities for self-renewal•Professional responsibilities for school and community

Professional Development SchoolsThe Professional Development Schools (PDS) program at Marshall Uni- versity is a partnership between the university and public schools. PDS is focused on improving student learning through the preparation of teacher candidates, professional development for practicing teachers, and inquiry into teaching and learning. Because PDS classrooms serve as a model of

teaching practices, the Office of Clinical Experience strives to place teacher candidates in these rich environments.PDS has developed a model of support for teacher candidates placed in the school. The building coordinator at each school serves as a liaison to the university that facilitates the coordination of clinical students, works cooperatively with university supervisors and the Office of Clinical Experi- ence and Professional Development to provide professional development for both in-service and pre-service teachers.University Supervisors are encouraged to work collaboratively with the building coordinator and administrator at our partner schools to ensure consistent communication and a more comprehensive placement for students.

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37The Role of the Cooperating TeacherHigh Quality SupervisionYou are a key component in the transition for the teacher candidate from student to teacher. The support you provide the teacher should hold them to a high standard of teaching through frequent reflections where you provide specific and descriptive feedback that helps the candidate relate theory to practice. Promote habits of good organization, consistent management practices, and planning skills. Finally, always provide motivation for your students.

Grading RequirementsAll unit/lesson plans must be approved by the cooperating teacher and university supervisor before taught in the classroom. A unit plan approval form should be signed by the cooperating teacher and university supervisor showing the unit was submitted at least five days prior to teaching. The university supervisor is required to grade Level III teacher candidate unit plans using the university unit plan rubric. Students should include the graded unit/lesson plans, graded unit rubric, and completed lesson plan approval form in their teacher candidate work sample.Teacher candidates are also required to complete a daily learning log which acts as a reflection for the day. Cooperating teachers should periodically read through the candidates’ logs and sign off that they have been viewed. This is another opportunity to meet with the candidate to provide feedback and help him/her with any issues.

Plan of Improvements

A plan of improvement can be written for any clinical student who per- forms unsatisfactorily in one or more areas including dispositional areas. A plan of improvement is a contract between the teacher candidate, cooperating teacher, university supervisor and clinical office whereby all parties set goals and agree to meet those goals centered around improving the clinical student’s performance. Candidates can be put on plans of improvements whenever deemed necessary by either the cooperating teacher or university supervisor. Supervisors are encouraged to document everything so they will have support for creating a plan of improvement.

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Notes for the Cooperating TeacherUniversity Supervisor’s RoleUniversity supervisors are required to visit a teacher candidate a minimum of four times per 8-week placement. Additional visits should be scheduled as needed.

The initial visit for introductions, exchange of information, and scheduling should occur in the first week of the placement. During this time, discuss your expectations with the teacher candidate and university supervisor. Provide the supervisor with a classroom schedule and etiquette for visiting your classroom.

The university supervisor should observe the teacher candidate at least twice, and hold conferences with the candidate after each observation providing them with a copy of their notes. The cooperating teacher might also take time to conference with the supervisor during this time to collaborate on the candidates experience as well as address major concerns.

A final evaluation should be completed on the teacher candidate at the end of each placement. This is evaluation is done collaboratively with the university supervisor. It is critical that the teacher candidate is aware of any “areas to improve” or “dispositions” on which he/she must specifically work to improve.

Communication and CollaborationOpen lines of communication between the university and school are essential to create a partnership. The cooperating teacher should get to know the university supervisor and building coordinator (PDS only) at the school including exchanging contact information to facilitate the need to touch base frequently.Encourage feedback from the university supervisor by including him/her in conferences with the teacher candidate and allowing him/her an open forum for discussion. While your observations are critical to the development of the teacher candidate, collaborative feedback from others will help him/her continue to grow.

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39Notes for the Cooperating TeacherVisitation and Attendance RecordUniversity Supervisors are expected to maintain a visitation and attendance record for each clinical student. The visitation record will keep a log of each time the university supervisor visits the clinical student in the classroom including the purpose of the visit and any required actions as a result of the visit.The attendance record will provide documentation of each tardy or absence to the SCOPES Office as discussed in the Attendance Policy.Cooperating teachers should work with the supervisor in completing this form and maintaining an accurate log of the clinical student’s experience.

ID BadgeClinical students are expected to wear a university ID badge at all times in the school. The badge shows the student’s picture, name and indicates that he/she is from Marshall University.

Technology UseThe College of Education and Professional Development encourages clinical students to utilize technology in the classroom to enhance student learning. However, there is a strict no cell phone policy for clinical students in the classroom. Supervisors should reinforce this policy through good modeling for their students.

Online EvaluationsCooperating teachers are asked at the end of each placement to complete an online evaluation of the university supervisor. A link will be emailed to you during the window for completing the evaluation.

Student Teacher Extended Preparation Program (STEPP)To foster life-long learning in our students, PDS began a professional development program for clinical students. Twice a semester students have the opportunity to attend a full day professional development session which includes materials for their classrooms. The program is led by partner teachers who have demonstrated best practices in the classroom.

Contact InformationKandice Rowe, Director of Student Center of Professional Education Services (S.C.O.P.E.S.)

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40COEPD


Amanda Preece, Assistant Director of Clinical ExperiencesCOEPD


Toni Ferguson, Program AssistantCollege of Education 238 Jenkins HallOne John Marshall Drive Huntington, WV [email protected]

University Supervisor Handbook

Student Center of Professional Education

Services

S.C.O.P.E.S.

2017-2018

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FAQsPaymentFor supervision each semester, supervisors are paid $180 for each Level II teacher candidate and $200 for each Level III teacher candidate per eight week placement. Payment will be divided throughout the semester approximately every two weeks.

TravelYou will be reimbursed $0.50 per mile for your travel to schools to meet with your teacher candidates. Travel is due by the 5th of each month on a university travel form. All mileage must be verified using mapquest.com.

Paperwork DueLevel II teacher candidates are required to have a mid-term and final evaluation as well as a timesheet completed. Level III student teachers require a final evaluation completed in collaboration with the cooperating teaching for each placement.

Important DatesThe SCOPES will provide a schedule of important dates at the beginning of each semester including due dates, start and end dates, etc. In addition, you may want to obtain a copy of the schools calendar and stay aware of out of school days.

FormsAll forms may be obtained from the SCOPES Office or online.

Contact Toni Ferguson at 304-696-3239.

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42Content

1 Welcome to Supervision

2 Introduction to Clinical Experience

3 Professional Education Unit Conceptual Framework

4 Educator as Critical Thinker

5-6 Role of the University Supervisor

7-8 Notes to University Supervisors

9 West Virginia Professional Teaching Standards

9 Professional Development Schools

10 Clinical Student Dress Code

11 Attendance Policy

12 Level II Clinical Experience

13 Level III Clinical Experience

14 Orientation

14 Level III Seminar

15 FAQs

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Welcome to SupervisionThank you for working with teacher candidates from Marshall University. Your willingness to help us support the learning, growth and development of teacher candidates speaks to your commitment to quality teaching. We know that supervision is a difficult responsibility to undertake, given the need to delicately balance support and guidance with critique and evaluation. As a supervisor you are responsible for moving new teachers from a focus on themselves to a focus on student learning. The College of Education and Professional Development depends on you—your careful observation, astute judgment, fair and candid feedback and informed assessment—to be able to confidently recommend our graduates for teacher certification.

At the heart of supervision is determining teacher candidates’ readiness for teaching and certification. Some teacher candidates may experience difficulty during their placements that might lead to failure. Your feedback and support is necessary to guide them through the experience as they continue their preparation into teaching. It is important that detailed documentation is kept and communicated to ensure the candidate is receiving the supports necessary for success. You are an essential piece of the teacher candidate’s training

We also want our candidates to reach their full potential as teachers. As such you will find that not all students need the same structure. However, you need to ensure that all assessments are fair and that all students are held to the same rigorous standard of quality teaching expected from Marshall University.

All supervisors will be provided with an orientation from the SCOPES Office at the beginning of each semester. This

will be an informational session with updates to requirements and forms as well as important dates for the semester. Additional professional development will also be available to supervisors throughout the semester.

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44Level II & III OrientationA comprehensive orientation will be provided to teacher candidates each semester for Level II and Level III clinicals to ensure they are prepared for their placement. University Supervisors need to attend all orientation sessions with their students. This is a time to meet the student and begin cultivating a strong relationship. Candidates are often apprehensive at the beginning of their placement and will benefit from the additional support you provide.During the orientation session, the SCOPES Office will communicate the following items: University expectations for clinical students Evaluation process Lesson plan requirements Teacher candidate Teacher Performance

Assessment (TPA) and capstone requirements (Level III only)

Important dates and sequencing of placements

Level III SeminarLevel III teacher candidates are required to attend a weekly seminar provided by the University Supervisor. In PDS schools, the supervisor is asked to work collaboratively with the building coordinator. The seminar sessions are typically an hour, but may vary based on the need of the teacher candidates. Clinical students should not be pulled from their teaching assignment for seminar. Seminar should be scheduled after school at a convenient time and location.Seminar time is important to provide information to your students, a time to discuss issues, give feedback and continue to support the students in their preparation of their teacher candidate work sample. Sequencing of the seminar should follow the timeline of the student in the placement and the needs of the students.

Attendance at seminar is mandatory for level III clinical students.

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45Level III ExperienceDescription of ExperienceStudent teaching is a semester-long, full-day experience in one or more public schools. Undergraduates receive 12 hours (CR/NC) for student teaching; MAT candidates receive a minimum of 3 hours (CR/NC). The number of public schools in which teacher candidates are placed during this clinical is determined by the candidates’ combination of teaching fields and grade levels. Teacher candidates who are assigned three five-week placements or two eight- teen week placements should consult the university supervisor for sequencing. Most teacher candidates will have two eight-week placements.

Evaluation RequirementsLevel III placements require a mid-term evaluation, a final evaluation and a daily timesheet, all which must be accessed through LiveText.. Evaluations should be completed collaboratively between the university supervisor and cooperating teacher. Forms should be submitted in LiveText in a timely manner.

Sequencing of PlacementCandidates with two eight week placements should utilize the following sequence:Weeks 1-2: ORIENTATION: LIMITED TEACHING - Teacher candidate becomes acquainted with the school policies, the classroom, and the students; assists with teaching and begins planning for teaching. In the second or third placement, the teacher candidate may not need as much time for orientation.Weeks 2-3: TEACHING - Cooperating teacher gradually shifts responsibility--one class at a time--to the teacher candidate; teacher candidate begins full- time teaching.Weeks 3-7: TEACHING - Teacher candidate is responsible for full-time, full-day teaching for a minimum of three

weeks. During this time, the teacher candidates delivers their unit.Week 8: ANALYSIS AND REFLECTION - Teacher candidate gradually gives the classes back to the cooperating teacher. This allows time for the teacher candidate to observe modeling of the cooperating teacher and any other teachers in the building who have strengths in innovative teaching, classroom management, discipline, teaching for critical thinking, etc.

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Introduction to S.C.O.P.E.S.The Student Center of Professional Education Services (S.C.O.P.E.S.) aims to provide information, support, and resources to faculty, staff, and students engaged in professional education programs. Our purpose is to cooperatively work with educational stakeholders to address program, practice, research and policy issues relevant to the preparation of teachers and other educational specialists. Additionally, our office partners with counties to facilitate professional development for both pre-service and in-service teachers. We strive to work closely with both the community and counties in an attempt to cultivate and sustain active and ongoing initiatives that foster continuous improvement.

University Supervisor GuidelinesUniversity supervisors serve a vital role as liaison, resource, and support for the teacher candidate, university and the cooperating school during student clinical placements. Supervisors will be expected to: Visit cooperating schools to observe and to hold

conferences with teacher candidates and cooperating teachers (a minimum of four visits per eight week placement).

Provide pertinent information about teacher candidates to administrators/ building coordinators and cooperating teachers.

Conduct introductory conferences for teacher candidates and cooperating teachers at the beginning of student teaching.

Counsel with individual teacher candidates about their personal and professional concerns.

Provide teacher candidates and cooperating teachers with resource materials, such as handbooks and guides.

Work with teacher candidates, cooperating teachers, and principals to plan and to evaluate programs and schedules for teacher candidates.

Guide teacher candidates to interpret their school experiences and to assist with special instructional problems.

Cooperatively conduct seminars and conferences with groups of teacher candidates to help them generalize from their field experiences and to project entry into teaching.

Collect and interpret all evaluative information regarding teacher candidates and arrive at their final grades using appropriate program criteria.

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Conceptual Framework for the Professional Education

UnitPROFESSIONAL EDUCATION UNIT MISSION

The College of Education and Professional Development (COEPD) is composed of the School of Education and the Graduate School of Education and Professional Development. The Professional Education Unit (PEU) includes the School of Education and the Graduate School of Education and Professional Development. The mission of the Professional E d uc a t i o n Unit is to prepare teachers and other school personnel, including school counselors, principals, reading specialists, supervisors, superintendents, school psychologists, and other school related personnel. The mission of the unit also includes a commitment to continuing education opportunities for teachers and school personnel in a wide range of disciplines.

Two conceptual frameworks guide the PEU at Marshall. The initial programs are guided by the framework Preparing the Educator as Critical Thinker, and the advanced programs are guided by the framework Preparing the Experienced Professional as Specialist.

The unit vision and mission are consistent with the institutional mission. Intrinsic to both the undergraduate and graduate missions is a commitment to provide education that contributes to the development of society, that accepts responsibilities of life within a culturally diverse society, and that facilitates integrity of the curriculum through the maintenance of rigorous standards and high

expectations for student learning and performance. The unit recognizes commitment to the learning of all public school students, commitment to the profession, and commitments to diversity and technology as critical components of educational success.

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48Level II ExperienceDescription of ExperienceThe Level II clinical experience is a 75-hour experience for all clinical students in CI 470, CI 471, CI 472, and EDF 637 This is a 0 credit course, which includes a minimum of 18 to 20 days teaching, including a minimum 5 consecutive-day unit (length to be determined collaboratively by cooperating teacher and university supervisor).Evaluation RequirementsLevel II placements require a mid-term evaluation and final evaluation along with a daily timesheet. Evaluations should be completed collaboratively between the university supervisor and cooperating teacher.Forms should be submitted through LiveText in a timely manner.Sequencing of PlacementTeacher candidates should follow the sequence below for their level II experience:Week 1 (2 hours per day/consecutive days) - Observation, participation, and reflection.

Week 2 (2 hours per day/consecutive days) - Assisting cooperating teacher, individual and/or small group teaching.

Weeks 3-6(2 hours per day/consecutive days) - Practicing the use of several specific teaching strategies as assigned by the methods instructor; teach a 5-10 consecutive day unit of instruction.

Week 7 (2 hours per day/consecutive days) -

Reflection and wrap up time with students.

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Attendance PolicyClinical students are expected to be at their assigned school on time each day ready to teach or learn. University supervisors should become familiar with the school and cooperating teacher’s schedule. If that teacher has a duty, the clinical student is expected to do that duty as well.If a student is going to be tardy or absent for any reason, the clinical student should notify the cooperating teacher and university supervisor immediately. Level III clinical students are allowed 2.5 excused absences per placement before time must be made up. Remember that three tardies equals one absence.University supervisors will maintain an attendance record for each clinical student which will record each tardy and absence. When a clinical student is absent, the university supervisor should update the absence record that will indicate the reason of the absence so the Office of Clinical Experience can determine if the absence is “excused” or “unexcused”. The office will also track the number of absences for each student. Clinical students that are excessively tardy or absent will be placed on a plan of improvement because they are in danger of not passing their clinical.

Violation of the Attendance Policy will result in the following action:Any time a candidate is tardy or absent, the university supervisor will conference with him/her and record the attendance issue with the Office of Clinical Experience to determine if it is excused or unexcused which will determine if time must be made up.Action 1: After the 3rd absence (keeping in mind this could be a combination of absences and tardies), the clinical student will be placed on a plan of improvement.Action 2: After the 6th absence, the clinical student will

receive an incomplete for that placement and will have to repeat the placement in another semester.Action 3: After the 10th absence, the clinical student will receive a grade of “no credit” and will have to repeat the placement(s) in another semester.

* Pending Approval

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50Preparing the Educator as Critical ThinkerFocusing on the conceptual framework of Preparing the Educator as Critical Thinker, the initial programs in the Professional Education Unit seek to prepare highly qualified, critically engaged education professionals and to support the professional development of educational practitioners in order to broaden and deepen their pedagogical skills, research skills, and understanding of new research and theory.

Goals for initial programs emphasize educational opportunities for candidates, best practices by candidates and faculty, and the integration of technology into all aspects of the educational experience. The programs make available to candidates a variety of unique learning experiences that prepare them through coursework and field-based and clinical experiences in the public schools. Initial programs also participate in the continuing development of practicing educators through cooperative ventures in local and regional communities.

Faculty members in the Professional Education Unit define the conceptual framework, Preparing the Educator as Critical Thinker, by the following critical thinking themes based on the work of Richard Paul (2008):

Critical thinking both promotes and depends on the willingness to examine a variety of perspectives on any single issue.

Critical thinking promotes independence in thought and action,

Critical thinking involves inquiry of various types, Critical thinking results in reasoned value

judgments, and Critical thinking is the process by which

individuals relate theory to practice in deliberate ways.

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Role of the University SupervisorObservations and EvaluationsYou are required to visit a teacher candidate a minimum of four times per 8-week placement. Additional visits should be scheduled as needed. The schedule of visits is as follows:

Make an initial visit for introductions and scheduling. Discuss your expectations with the teacher candidate and cooperating teacher.

Observe the teacher candidate at least twice, and hold conferences with the candidate after each observation providing them with a copy of your observation notes.

A final evaluation should be completed on the teacher candidate at the end of each placement. (A mid-term and final evaluation will be conducted on 16 week placements.) Schedule a conference with the candidate to discuss the results of the evaluation before it is sent to The Office of Clinical Experience. It is critical that the teacher candidate is aware of any “areas to improve” or “dispositions” on which he/she must specifically work to improve.

After every observation/evaluation, please set up a time to conference with the teacher candidate. Candidates need feedback on what they are doing well and support to address areas of concern. Set a time, too, to conference with the cooperating teacher, this collaboration is extremely important. There are times that you will want to conference as a group as well. Keeping lines of communication open will be one of your most important and challenging tasks as a supervisor.

Addressing IssuesIf a teacher candidate is experiencing difficulty or the placement is not appropriate, contact the Office of Clinical Experiences immediately and remember to document all

concerns. If a teacher candidate is having difficulty, do not wait to take supportive actions and make sure to keep channels of communications open.

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52Clinical Student Dress CodeAs representatives of Marshall University, clinical students are expected to present themselves in a professional manner. Our physical appearance helps establish a reputation and authority among students and colleagues. Creating and maintaining a professional demeanor should be a full-time goal while working in the school setting.Although the school the clinical student is working in may not have a dress code, the student is expected to follow the expectations set by the College of Education: Dress should be business casual. Consider that certain

informalities in dress may be a privilege of regular faculty members and not applicable to a clinical student.

Clothing should appropriately cover the body (consider length and fit).

Wear ID Badge at all times Hair should be well groomed Tattoos and piercings, except for ears, should not be visible No jeans No tennis shoes (unless you are in a PE classroom) Casual dress may be worn only on special days as

designated by the school. The student should discuss these circumstances with the university supervisor.

An administrator or cooperating teacher has the right to send a clinical student home if he/she arrives at school inappropriately dressed. This will result in an unexcused absence for that student which will have to be made up to complete the clinical.When in doubt, clinical students should check with the university supervisor or Office of Clinical Experience to avoid wearing something inappropriate.

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Professional Teaching StandardsTeachers play a new professional role as facilitators of education to assure that every student has the opportunity for success in life and in work in this global society. These professional teaching standards are the basis for teacher preparation, assessment of teacher practice and professional development. Professional teaching standards provide a common language that describes what a teacher needs to know and be able to do. The curriculum for West Virginia higher education teacher preparation programs that lead to certification should reflect, and be aligned to, these teaching standards.Marshall University College of Education uses the WV Professional Teaching Standards to evaluate clinical students. These professional teaching standards provide the expectation that every West Virginia teacher will demonstrate expertise in five broad areas that are the basis for what teachers must know and be able to do:

•Curriculum and Planning•The Learner and the Learning Environment•Teaching•Professional responsibilities for self-renewal•Professional responsibilities for school and community

Professional Development SchoolsThe Professional Development Schools (PDS) program at Marshall Uni versity is a partnership between the university and public schools. PDS is focused on improving student learning through the preparation of teacher candidates, professional development for practicing teachers, and inquiry into teaching and learning. Because PDS classrooms serve as a model of teaching practices, the Office of Clinical Experience

strives to place teacher candidates in these rich environments.PDS has developed a model of support for teacher candidates placed in the school. The building coordinator at each school serves as a liaison to the university that facilitates the coordination of clinical students, works cooperatively with university supervisors and the Office of Clinical Experi- ence and Professional Development to provide professional development for both in-service and pre-service teachers.University Supervisors are encouraged to work collaboratively with the building coordinator and administrator at our partner schools to ensure consistent communication and a more comprehensive placement for students.

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54Role of the University Supervisor

High Quality SupervisionYou are a key component in the transition for the teacher candidate from student to teacher. The support you provide the teacher should hold them to a high standard of teaching through regular meetings. During these meetings provide specific and descriptive feedback that helps the candidate relate theory to practice. Promote habits of good organization, consistent management practices, and planning skills. Finally, always provide motivation for your students.

Grading RequirementsThe university supervisor is required to grade Level III teacher candidate unit plans using the university unit plan rubric. All unit/lesson plans must be approved by the university supervisor and cooperating teacher before taught in the classroom. A unit plan approval form should be signed by the cooperating teacher and university supervisor showing the unit was submitted at least five days prior to teaching. Students should include the graded unit/lesson plans, graded unit rubric, and completed lesson plan approval form in their teacher candidate work sample.Teacher Candidates are also required to complete a daily learning log which acts as a reflection for the day. Supervisors should periodically read through the candidates’ logs and sign off that they have been viewed. This is another opportunity to provide feedback for your students and help them with any issues.

Plan of Improvements

A plan of improvement can be written for any clinical student who per- forms unsatisfactorily in one or more areas including dispositional areas. A plan of improvement is a contract between the teacher candidate, cooperating teacher, university supervisor and clinical office whereby all parties set goals and agree to meet those goals centered on improving the clinical student’s performance. Candidates can be put on plans of improvements whenever deemed necessary by either the cooperating teacher or university supervisor. Supervisors are encouraged to document everything so they will have support for creating a plan of improvement.

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Notes for University SupervisorsSchool Visit EtiquetteAs a representative of the College of Education and Professional Development at Marshall University, we remind you that you are a guest in the classroom and should adhere to a professional standard of dress and demeanor. It is important that you cultivate a partnership with the school and cooperating teacher, acquaint yourself with school protocols and expectations, as well as understand the rhythms of the classroom in which the teacher candidate is placed.

Scheduling VisitsUpon your first visit to the classroom, obtain a classroom schedule and talk with the cooperating teacher about “tentatively” scheduling visits to the classroom. You will need to allow enough time during each visit to observe the teacher candidate, conference with the candidate and cooperating teacher, and complete necessary paperwork. Be sure to establish a protocol for rescheduling visits should the need occur.

School Visit ProtocolAll public schools in Cabell, Mason, Lincoln, Putnam, and Wayne require visitors to sign in at the main office and show a university ID. Please be sure to follow these protocols in addition to any other that the school may require.

Communication and CollaborationOpen lines of communication between the university and school are essential to create a partnership. The university supervisor should get to know the

administrator, building coordinator, and cooperating teachers at the school including exchanging contact information to facilitate the need to touch base frequently. Encourage feedback from the cooperating teacher by including him/her in conferences with the teacher candidate and allowing them an open forum for discussion.While your observations are critical to the development of the teacher candidate, they remain snap-shots. Collaboration with the cooperating teachers and others in the school provides an overall picture of the teacher candidate’s experience.

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56Notes for University SupervisorsVisitation and Attendance RecordUniversity Supervisors are expected to maintain a visitation and attendance record for each clinical student. The visitation record will keep a log of each time the university supervisors visit the clinical student in the classroom including the purpose of the visit and any required actions as a result of the visit. The purpose of this form is to provide additional documentation to the SCOPES Office of the clinical student throughout the placement.The attendance record through LiveText will provide documentation of each tardy or absence to the SCOPES Office as discussed in the Attendance Policy.

Technology UseThe College of Education and Professional Development encourages clinical students to utilize technology in the classroom to enhance student learning. However, there is a strict no cell phone policy for clinical students in the classroom. Supervisors should reinforce this policy through good modeling for their students.

Online EvaluationsUniversity supervisors are asked at the end of each placement to complete an online evaluation of the cooperating teachers whose classrooms they have worked in during the semester. This evaluation will provide insight to the SCOPES Office as to the quality of the placement.

Student Teacher Extended Preparation Program (STEPP)To foster life-long learning in our students, PDS began a

professional development program for clinical students. Twice a semester students have the opportunity to attend a full day professional development session which includes materials for their classrooms. The program is led by partner teachers who have demonstrated best practices in the classroom.

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60University Supervisor Orientation

Spring 2016January 6, 2016

WELCOME

TRAVEL GREAT job on turning in travel forms. Can be

emailed or regular mailed to Toni ([email protected]).

EXPECTATIONS Disposition Forms (see attached) Dress Code Attendance

PDS INFORMATION PDS Grant is currently frozen. No mini-grants,

STEPP, etc. for spring semester. Student Teacher of the Year will continue. Nomination forms are currently being revised.

LIVE TEXT All evaluations will be completed on system. Time sheets will be completed on system. Students will upload copies of TB Test and

Background Check to Live Text.

BREAK

TEACHER PERFORMANCE ASSESSMENT (edTPA and PPAT)

Seminar Dates Submission Dates How to Submit (Live Text only) Any other information

MISCELLANEOUS Teacher in Residence (TiR) Any other questions or concerns

mailto:[email protected]

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UNIVERSITY SUPERVISOR ORIENTATIONFall 2016August 16, 2016

Welcome and Introductions New Items for Fall 2016

Teacher Candidate Work Sample

Observation Forms Evaluation System

Live Text Spring 2016 survey data Available resources Travel Visit log, student contract and

other formsMiscellaneous

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8

University Supervisor QualificationsName Highes

t Degree

Field or Specialty Area

P-12 Certificate or Licensure Held

P-12 Experiences including

teaching/administration

Dates of Engagement

of Experiences

Total Years Program Assignments

Role withinProgram

Arneson, Neil Ph.D Teacher - Higher Ed Teacher - Higher Ed Teacher - Higher Ed Faculty

currently still teaching at collegiate level

Supervisor/faculty Supervise

Barnes, Maribea Ph.D BA - FrenchMA - Art EducationMA - Art HistoryPh.D - Art Education

Art PK-12 WV, OH, MNArt - collegiate level

Teacher - ArtProfessor - Collegiate levelInterim Director School of Art & DesignDean of Governors School for the Arts

1995-20032004-present2013-20142017-2019

Currently still teaching at collegiate level - as of Sp 17 - 22 yrs


Blake, Laura MA +30

MA - Early Childhood Ed

Early Childhood PK-K Teacher - Elementary (K)Reading Interventionist

1969-20082010-2014

35 years Supervisor Supervise

Blume, Sharon MA+60 BA - Elementary Ed - Minor - Soc StudiesMA - Elementary Ed

Elementary Ed K-8 Teacher - Elementary 1971-2007 36 years Supervisor Supervise

Bunn, Brenda

Cartmill, Larry MA+45 BA - Secondary Ed - Social StudiesMA - Counseling

Social Studies - 7-12Counseling 7-12

Counselor - Governor's Honor's AcademyTeacher - Middle SchoolCounselor - High SchoolDirector Student Services - Cabell County Career Ctr

1985-19991971-19791979-20061999-2006


Caserta, Lahoma

MA+45 BA - Elementary EdMA - Elementary Ed

Elementary Ed 1-8Physical Education 1-9Health Education 1-9

Teacher - Elementary 1970-2012 42 years Supervisor Supervise

Chaffin, Thomas MA+45 BA & MA+45 Music Education

Music Education K-12 Teacher - High School Band Director

1969-2010 41 years Supervisor Supervise

Cobb, Marsha BA+30 BA - Elementary Ed Elementary Ed 1-6Social Studies 6-8Special Education K-12

Teacher - High SchoolTeacher - Elementary


63

8

Cordle, Marieanne

MA+47 BA - Music EducationMA - Music Education

Music Ed PK-12Nationally Certified Teacher

Teacher - Elementary and Middle School

1970-19751985-2015


Dalton, Adam Ph.D BA - Music EdMA - Music EdPh.D - Wind Conducting

Music K-12Music - collegiate level

Teacher - High School Assistant Dir of BandsTeacher - Elementary School Band SpecialistProfessor - Collegiate LevelDirector of Athletic Bands - Collegiate level

2005-20072005-20092009-20142014-present

Currently still teaching at collegiate level - as of Sp 17 - 3 years at MU - 12 years total


Davis, Brandi MA+45 BA - Elementary EdMA - Special Education

Elementary Ed 1-6Multi-Cat K-12Autism K-12Gifted 1-12Administration K-12

Teacher - Special EducationTeacher - Gifted 1-12Supervisor - Special Education SupervisorTeacher - Special Education Middle SchoolTeacher - Gifted 1-12

2003-20082008-20102010-20142014-20152015-present

14 years and still currently working Supervisor Supervise

Eller, Pamela MA+45 BA - Elementary Ed - Lang Arts/Soc StudMA - Elementary Ed

Elementary Ed K-8 Teacher - Elementary/Middle School


Forinash, Linda MA+30 BA - English and Social StudiesMA - Reading

English and Social Studies 7-12Reading - 1-12

Teacher - Middle School 1966-2004 38 years Supervisor Supervise

Frazier, Cynthia

Fry, Lambie

Gillian, Judith

Goodson, Sylvia MA BA - Elementary MA - AdministrationMA - Reading / Social Studies 1-9Pricipal certification

Elementary - 1-8Reading Specialist K-12Social Studies 1-9Professional Administration K-12Superintendent K-12Supervision Gen Instruction K-12Vocational Administration I-Ad

Teacher - Elementary (McDowell Co)Teacher - ElementaryTeacher - Elementary/ReadingAssistant Principal - ElementaryPrincipal - ElementaryPrincipal - Elementary-High (private school)

1970-19741975-19761976-19941994-19971997-20032003-2006


Hogsett, Robert Supervisor Supervise

Jackson, Karen MA BA - Elementary EdMA - Elementary Ed - Social Studies

Elementary Ed 1-8Social Studies - 1-9

Teacher - Elementary 1977-1980 &1982 - 2012


Jarvis, Susan

64

8

Johnson, Michael

Ph.D MA - Special EducationMA - AdministrationPh.D - Educational Leadership

Math 1-9Elementary Ed K-8Social Studies 5-12Special Education K-12Administration

Teacher - Elementary and High Teacher - Special EducationPrincipal Director of Special Education

1974-19751975-19861986-20092009-2012


Kaplan, Allen MA+60 BA - Business Administration & HistoryMA - Educational Administration (minor in Business Ed)

Business 7-12Social Studies 7-12Principal elementary/middle/highSuperintendent K-12Vocational Administration 5-Adult

Teacher - High School Assistant Principal - Middle SchoolAssistant Principal - High SchoolAssistant Principal - Middle School

1972-200520052005-20102010-2012


Kravchak, Richard

Ph.D BA - Music Performance (Oboe)MA - Music Performance (English Horn)Ph.D - Music Performance (Oboe)National Board Certification - Early adolescence - Ad


Teacher - High School Teacher - Elementary School Teacher - Higher Ed Faculty

1994-20042004-20141986-present

3 years at MU - prior faculty member - still teaching elsewhere


Ledbetter, Dinah

MA+45

BA - Early Childhood/Elementary EdMA - Elementary Ed

Elementary Ed 1-6Gifted Ed 1-12Early Education Nursery-KAdministration - PK-AdVocational Administration 5-AdSupervisor Gen Instruction PK-AdSuperintendent PK-Ad

Teacher - Special EducationTeacher - ElementaryTeacher - Gifted County Diagnostician SupervisorCounty Director of CertificationCounty Director of Personnel

1979-19841984-19851985-19891989-20022002-20052005-2014


Lockwood, Debra

Ph.D Teacher - Higher Ed Special Education Teacher - Higher Ed Faculty


Lucas, Mary Anne

MA AB/MA Elementary, Lang Arts, Art

Elementary 1-8Language Arts 5-9Art Ed 1-2

Teacher - ElementaryHigher Ed Faculty


Messinger, E. Allen

MA +45

BA-Business EdMA - Counseling & RehabCert - Education AdministrationMA+45 -

Business Ed 7-12Counseling/Rehab 5-12School Admin K-AdVocational Ed 5-AdSuperintendent K-Ad

Teacher-Business EdCounselorPrincipal

1969-19731973-19791979-2006

37 yearsSupervisor Supervise

65

8

AdministrationMorris, Jean MA

BA - Elementary, English 6-9, Social Studies 7-12MA - ElementaryMA - Elementary

Elementary Ed K-8Social Studies 7-12English 6-9

Teacher - Elementary/Middle School

Not available


Murphy, Ruth Anne

Ph.D Teacher - Higher Ed Teacher - Higher Ed Teacher - Higher Ed Faculty


Nester, Wanda MA+45 BA - Health & PE K-12, Speech 7-12MA - Elementary 1-8, Early Childhood

Health & PE K-12Speech 7-12Elementary Ed 1-8Early Childhood

Teacher - Middle SchoolTeacher - Elementary

1964-19661974-2006


Palton, George Ph.D BA - Music Ed and PerformanceMA - Music PerformancePh.D - Musical Arts

Music Pk-12Music - collegiate level

Professor - Collegiate Level

2004-present


Paskell, Ruth MOVED - NO FORWARDING ADDRESS

Elementary Ed 1-8 Teacher - Elementary Not available


Preece, Amanda MA BA - Elementary Ed/ Pre-KMA - Leadership Studies

Elementary Ed K-6Pre-K specialization

Teacher - Elementary EdAssistant Director SCOPES - Marshall UnivHigher Ed Faculty

2004-20142014-current2017

10 years Supervisor/faculty Supervise

Preece, Warren J

MA+45 BS - Elementary Ed MA - Admininistration

Elementary Ed K-8Administration K-Ad

Teacher - Elementary 1954-1997 43 years Supervisor Supervise

Scarberry, Irvin MA+45 BA - Elementary EdMA - Elementary EdCert - Elementary School AdministrationMinor - Lang Arts K-8

Elementary Ed K-8Lang Arts K-8Administration 1-8

Teacher - ElementaryAdministrator - ElementaryTitle 1 Supervisor (after retirement)

1969-19891989-20052005-2007


Shannon, Beverly

MA +45

BA - ElementaryMA - Elementary

Elementary 1-8 Teacher - ElementaryAcademic Math Coach

1971-present


Smalley, Rhonda

MA+30 BA - Music Ed MA - Music Ed

Music Ed - PK-12 Teacher - Middle SchoolTeacher - High School

1971-19931993-2011


Smith, Anna Music Ed Supervisor Supervise

Smith, Kevin Ph.D

Smith, Rosalyn MA x 2 BA - Dbl major Physical Education and

Elementary Ed 1-6Mental Retardation K-12

Teacher - WCBOETeacher - ElementaryTeacher - Spec Ed &

1975-19801980-19831983-2001


66

8

HealthMA - Learning DisabilitiesMA - Leadership Studies

Behavior Disorder exc Autism K-12National Board Middle Childhood Generalist 2-6SupervisorSuperintendent

Second gradeTeacher - ElementaryAssistant Principal - ElementarySpecial Education SupervisorTeacher - PE/Health High School

2002-20032003-20062006-20102011-2013

Stroeher, Michael

Ph.D BM - Music EdMM - PerformanceMME - Music EdPh.D - Music Ed


Instructor - College adjunctInstructor - CollegiateTeacher - High SchoolProfessor - Collegiate

1976-19771980-19821983-19861987-present

Currently still teaching at collegiate level - as of Sp 17 - 41 years


Tanner, Brenda MA+45 BA - Language ArtsMA - Administration

Language Arts 7-12Administration K-12Superintendent K-8Supervisor General Instruction K-8Vocational Administration 5-Ad

Teacher - Middle and HighPrincipal - Elem, Middle, High

1974-19781978-2014


Thomas, Wendy MA +45

BA-Elementary EdMA+45 - Elementary EdCert - Specific Learning DisabilitiesMA - Behavior Disorders

Elementary Ed K-8Specific Learning Disorders K-12Behavior Disorders K-12

Teacher - ElementaryTeacher - Elem Homebound ProgramTeacher - Elementary/Special Ed

1974-20101975-19861986-2010


Waldeck, PatriciaWalden, BrianWalton, Jennifer

BA+15 BA - Elementary Ed Elementary Ed 1-6 School Social Worker - Home School Coordinator/Title 1Teacher - Elementary

19771981-2012


Webb, Teresa MA+45 BA - Elementary EdMA - Elementary Ed

Elementary Ed 1-6 Teacher - ElementaryConsultant/Mentor - Wayne Co Board of EducationAdjunct Professor - Marshall University

1981-20132013-20152013


Wheeler, Ann MA+15 BA - English MA - Reading SpecialistMA - Counseling/Rehab

English 7-12Speech 7-12Reading K-AdultEarly Childhood/Special Education

Teacher - Middle and High English/ReadingTeacher - Adult EdTeacher - Reading SpecialistAdjunct Professor -

1965-19721975-19761972-1975/1977-19941995-2005


67

8

Marshall UniversityTesting Coordinator/InterventionTeacher - Adult make-up creditAssociate Director - Guidance/Curriculum

1994-20021999-20012002-2013

Woodworth, Clarence

MS+60 BS - Industrial Arts EdMS - Vocational/Tech Ed

Industrial Arts Ed K-AdVocational/Technical Admin 7-AdAdministration K-AdSuperintendent

Teacher - Industrial Arts EdAssistant Principal Principal

1971-19931993-20042004-2011


Wray, Robert MM BA - BMEMA - MM

Music - K-12Music - collegiate level

Teacher - Middle and High Teacher - Higher Ed Faculty

2000-20052005-2015

10 years at MU - prior faculty member - still teaching elsewhere


University Supervisors Years of Service

68

8

Name # Years Supervised

as of Fall 2017

Fall 2014

Spring 2015 Fall 2015 Spring 2016 Fall 2016 Spring 2017

Arneson, Neil 5 0 3 0 6 0 0

Barnes, Maribea 8 4 0 5 4 3 0

Blake, Laura 2 0 0 7 5 6 7

Blume, Sharon 3 3 0 0 0 0 0

Bunn, Brenda 0 0 8 0 0 0Cartmill, Larry 4 or 5 13 18 6 10 0 0

Caserta, Lahoma 3 0 0 0 4 2 4

Chaffin, Thomas 5 2 2 0 0 0 0

Cobb, Marsha 3 4 4 0 0 0 5

Cordle, Marieanne 2 0 0 4 8 6 3

69

8

Dalton, Adam 3 3 4 3 2 3 2

Davis, Brandi 1 0 0 0 0 10 15

Eller, Pamela 5 7 9 11 10 9 0

Forinash, Linda 3 4 2 5 0 0 0

Frazier, Cynthia 7 3 0 0 0 0Fry, Lambie 1 semester 0 4 0 0 0 0Gillian, Judith 0 0 4 4 1 0Goodson, Sylvia 4 3 11 0 0 0 0

Hogsett, Robert 0 14 9 4 0 8Jackson, Karen 3 6 6 0 0 0 0

Jarvis, Susan 2 0 0 0Johnson, Michael 5 5 2 12 11 2 3

70

8

Kaplan, Allen 3 5 0 0 0 0 0

Kravchak, Richard 2 3 2 2 2 0 0

Ledbetter, Dinah 2 0 0 0 3 14 9

Lockwood, Debra 10+ 10 9 9 15 4 3Lucas, Mary Anne 12 10 7 4 7 2 3

Messinger, E. Allen 11 16 14 15 11 12 8

Morris, Jean 11 0 7 9 8 0 0

Murphy, Ruth Anne 7 5 0 1 1 0 0Nester, Wanda 1 0 5 0 0 0 0

Palton, George 3 0 0 0 0 3 4

71

8

Paskell, Ruth 4 3 0 0 0 0 0Preece, Amanda 3 8 9 7 11 12 16

Preece, Warren J 20 5 7 15 11 1 0

Scarberry, Irvin 9 12 0 8 7 10 10

Shannon, Beverly 3 1 0 0 0 0 0

Smalley, Rhonda 5 3 4 0 2 1 0

Smith, Anna 2 0 0 0 0 0Smith, Kevin 13 5 10 4 2 0Smith, Rosalyn 4 14 8 6 8 6 0

Stroeher, Michael 0 0 0 0 1 1

Tanner, Brenda 2 0 0 9 6 0 12

Thomas, Wendy 4 5 3 6 0 0 0

72

8

Waldeck, Patricia 1 0 0 5 8 0 0Walden, Brian 0 0 2 4 10 7Walton, Jennifer 5 5 4 3 3 3 4

Webb, Teresa 3 0 0 0 0 0 6

Wheeler, Ann 3 12 8 7 2 11 6

Woodworth, Clarence 4 9 9 6 11 11 13

Wray, Robert 8 8 5 11 12 0 0

Documents

Microsoft Word - sharepoint.marshall.edu 2... · Web viewMarshall University. Fall 2017. TABLE OF CONTENTS. Page Introduction1. Guidelines for Clinical and Field-Based Experiences2