CLINICAL PRACTICE ORIENTATION 4:30 – 6:00PM LRH – GREAT ROOM Spring 2015 Dr. Cindy Wilson, ED. D - Department Chair - TEP Dr. Brian Kahn, ED. D - Assistant Professor – TEP Karina Moore, M.ED - Director of Clinical Practice, Online Coordinator - TEP

Contact Information Dr. Cindy Wilson, Ed. D - Department Chair - TEP Phone: Office : BRK 324 Karina Moore, M.Ed - Online Coordinator / Director of Clinical Practice Phone: Office: BRK 311 Shea Sims - Office Support Specialist Phone: Office: BRK 377 UIS, Teacher Education Program One University Plaza MS BRK 330 Springfield IL

Seminar + Student Teaching = Clinical Practice! Clinical Practice = 12 semester hours Elementary Group TEP 448 Seminar Grades K-9 – 3 hours TEP 450 Clinical Practice Grades K hours Secondary Group TEP 449b Seminar Grades hours TEP 451a/b Clinical Practice Grades hours

Something New… This semester we are compiling essential resources in one place. This is an online digital bulletin board called Padlet. Please get comfortable with referencing this for the handbook, due dates, necessary forms, links, and edTPA information. This will make things easier and eliminate the need for you to repeatedly sift through s for information and links.

UNIVERSITY SUPERVISORS' DUTIES * Classroom visits: One introductory and four teaching observations with triad meetings *Spend adequate time observing the teacher-candidate [30-45 minutes for elementary; one entire class period for secondary – vary the time of day for visits] *Conduct a follow-up conference with the teacher candidate and cooperating teacher for each visit *Use the required triplicate form to provide written feedback and facilitate the discussion *Serve as a resource person for candidate/cooperating teaching *Inform the Director of Clinical Practice of any issues or concerns *Provide input to the cooperating teacher for final grade *Make sure final evaluations are signed by everyone *Make sure all evaluations are submitted by deadlines

COOPERATING TEACHERS' DUTIES (Briefly) Establish clear expectations from the beginning Introduce teacher candidate as a person of authority Evaluate candidate using a continuous and cooperative process of daily conferences – use written feedback. Encourage candidate to gradually assume responsibility Require written lesson plans in advance – Use the “long form” lesson plan for supervisors’ visits Consult with university supervisors in remediating designated areas Minimize the fear of failure or mistakes and help the candidate accept these as a normal part of learning experiences Complete Quickstart Evaluation for student teaching using provided form Complete five evaluations via Web Tools form; consult with University Supervisor for final grades Use the above evaluation in conferencing with the student teacher as a guide for his/her development Report immediately to university supervisor/Director of Clinical Practice if a serious problem occurs or if the final grade is in jeopardy of being less than a solid B

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BEGINNING WITH THE BASICS Introduce candidate to classroom as a professional Students: names, learning styles, behaviors Classroom: pace and atmosphere, rules/procedures, equipment, arrangement/organization Building: administration, teachers, other key people, entrance and exit procedures, contractual time, calendar Communication about progress: Informal conferencing, written feedback, evaluations

WHAT TO AVOID Candidate receiving NO feedback from the teacher Candidate receiving only negative feedback Candidate being criticized/contradicted while teaching or in the presence of students/parents/other staff Student teacher’s areas of needed improvement expressed publicly Relationship between candidate and cooperating teacher becoming strained/difficult

STUDENT TEACHERS' RESPONSIBILITIES Give full time to student teaching Develop and maintain positive and professional relationships Follow cooperating teacher’s directions / respect parameters Utilize what you have learned in University course work and experiences Complete seminar requirements according to due dates Ask specific questions Use evaluation tools to grow professionally Follow all district / state / university policies Maintain communication

SEMINAR REQUIREMENTS Attendance, Preparation, and Participation Directed Observations/Reflective Journals edTPA Professional Development Plan Candidate Work Sample

Thank you for your time and collaboration! Educationally yours, Department of Teacher Education