1. WVU CPASS University Supervisor Training
“Keys to a Successful Experience”

2. Key One: Remembering Your Role in the TriadUS ST CT
The university supervisor, a representative from the College of Physical Activity and Sport Sciences, has the role of supporting the cooperating teacher and student teacher throughout the field placement. The university supervisor is responsible for the formative and summative evaluation of student teacher performance based on periodic observations and consultations. The university supervisor’s responsibilities are numerous: (a) serve as an intermediary between the university and the school; (b) conduct conferences and/or seminars for student teachers; (c) observe the student teacher on multiple occasions for the purpose of prescriptive feedback and performance appraisal; and (d) collect, manage, and analyze data related to student teacher behavior, learner behavior, quality of the teaching-learning environment, and achievement of educational outcomes.

3. Key Two: Communication with your Cooperating Teacher and School
Communicate with your Cooperating Teacher
University expectations that need enforcement in the schools
(professionalism, dispositions, attire, duties, attendance, deadlines, lesson plan formats, etc)
University expectations for cooperating teachers
(transitioning into teaching, observation time and feedback)
or call your cooperating teachers at least once a week to keep the lines of communication open
Be specific and pointed with questions regarding performance
Cooperating teachers need to know that they have the support of the university supervisor; therefore, get to know your cooperating teachers
Represent the University professionally at all times – we need to model this level of professionalism for our students (e.g., notify the student teacher and cooperating teacher about your observation schedule, dress appropriately, check-in at main office when visiting a school, adhere to all school policies for visitors, introduce yourself to the principal, request permission from the cooperating teacher and principal if using videotape as a part of your supervision protocol).
CTs will sometimes not enforce what the University expects of the student teachers due to a variety of reasons including lack of awareness - if the US is non-communicative these problems are more likely to occur (e.g., doubling up on lesson plans, not making them turn in lesson plans, permitting them to wear sweatpants, texting absences/sick days, trying to get out of duties, professional conversations with other faculty, etc.)
You need to understand university expectations of the CT - make sure they know what is expected of them with during your initial visit and periodically reiterate (e.g., CT not spending time observing the ST and giving explicit feedback what needs to be changed how much and when is important)
By keeping lines of communication open, the CT will be more likely to be forthcoming with pertinent, important information regarding the performance of the student teacher, including incidents that have occurred in between visits, general feedback of the student teacher and the progress that he or she has made during the student teaching placement.
CTs are sometimes tentative, as they feel that they need/have to balance a relationship between the ST and the University- -Let it be known that you are there as much to support them as the ST

4. Key Three: Communication with your Student Teacher
Communicate with your Student Teacher
Get to know your student teachers
Learn their concerns and needs
Address problems with a sense of immediacy
Be timely with your observations - don’t put them off!
One introductory visit and three subsequent visits are recommended to ensure the Student Teacher has a successful experience
The observations need to extend across the duration of the placement
Contact the student teacher weekly between formal observations
Knowing the ST is of utmost importance. This can head of any unwarranted situations that may arise later if the US is lackadaisical in their duties. If a US sees a ST that appears to be disengaged with the experience this may signify a cause for concern. Bottom line, knowing your ST well and knowing their dispositions will assist in detrmining if the ST needs additional supervision.
In between formal site visits, ing or texting your student teacher will keep the lines of communication open and this way you can be more aware of what is happening at the ST placement w/o physically being present.

5. Key Four: Performance Feedback
Must provide verbal and written feedback
Feedback must be objective
Feedback should be explicit and specify what needs to be changed, how much, and when
Most effective feedback includes:
Brief latency between act of teaching and delivery of feedback
Congruence between focus of feedback and instructional aim
Feedback should be easily understandable and should include use of prescription when critical feedback is required
Conduct at least three observations for each student teaching placement – additional observations may be required if a student teacher is experiencing difficulty. University supervisors should collect some form of data to support the final performance evaluation and conduct a post-observation communication, either online or in person, with the student teacher and include the examination of data, drawing of conclusions, and setting goals for improvement. Following each field observation, the university supervisor must also complete a web-based field observation report to communicate written feedback to the student teacher and cooperating teacher.

6. Key Five: Organized Documentation
Document, document, document. Everything.
Student teaching documentation should include but not be limited to the following:
communication between you and the cooperating teacher
communication between you and the student teacher
communication between you and field placement coordinator
Cooperating teacher weekly progress reports
Student teacher weekly progress reports
Field observation data and feedback
Completed evaluation paperwork (D1 Form, D2 Form, 5100 PE Form, PETE Field Placement Evaluation System Rubrics)
Don’t forget LiveText data entry!!!
The university supervisor will maintain a folder for each student teacher that includes the following materials: (a) Student teacher contact information and class schedule, (b) Notes of critical communications with student teacher and cooperating teacher, (c) Cooperating teacher weekly progress reports, (d) Student teacher weekly progress reports, (e) Field observation data and feedback, and (f) Completed evaluation paperwork (Form D1, Form D2, 5100 PE Form, PETE Field Placement Evaluation System Rubrics). The completed folder must be submitted by the university supervisor to the student teaching coordinator for grading (at that point Form E and F will be added to the folder). The university supervisor will enter the 5100 PE Form and Field Placement Rubric data using LiveText ( for NASPE/NCATE assessment purposes – in the grade field please indicate Pass, Fail, or Incomplete for each assessment as well. A grade of Fail or Incomplete should be accompanied by explanatory comments for the student teacher and student teaching coordinator.