1. FALL FIELD EXPERIENCES INFORMATION FOR SUPERVISORS Fall Semester 2011 Department of Middle-Secondary Education and Instructional Technology

2. The Players of the Field (Placement) Teacher Candidate (TC) – any student enrolled in an initial teacher preparation program in MSIT Intern – a teacher candidate who is enrolled in Practicum I Student Teacher (ST) – a teacher candidate who is enrolled in Practicum II/III (Student Teaching) Teacher Resident – a teacher candidate participating in the NET-Q grant and completing a year-long, full-time placement at an assigned PDS school Mentor Teacher (MT) – the certified teacher at the school site who hosts the teacher candidate and provides ongoing leadership and mentoring University Supervisor (US) – a member of the education faculty at GSU or a part-time instructor who supports his/her assigned teacher candidates in their field experiences and serves as instructor of the field-based course Coordinator of Field Experiences – MSIT staff member who arranges field experiences and serves as the link to the department for all issues related to field experiences Associate Chair – MSIT administrator who coordinates all initial teacher preparation programs in the department

3. Access to Syllabus, Handbook, Forms, and Other Resources Open your field-based course in LiveText. Look on the Overview page and click on the URL next to Syllabus and Other Resources. The Resource document may also be accessed at www.livetext.com. Enter the following code in the Visitor Pass Area: FEABBBF9 www.livetext.com

4. LiveText Requirement Students must submit all assignments through LiveText; no assignments should be accepted through email or other means. The students’ first assignment is to set up the course template in LiveText: Practicum I : https://c1.livetext.com/doc/6658989#6658989 https://c1.livetext.com/doc/6658989#6658989 The course template will be used for all assignments EXCEPT the Modified Teacher Work Sample. A second template will be used for the MTWS.MTWS Students in the student teaching courses will follow a similar plan. Ample assistance for LT is available. Inability to use LiveText is not an acceptable excuse for late assignments.

5. Practicum I Graded Assignments Learning Modules3 @ 515% Observation of Classrooms2 @ 510% Lesson Plan and Teaching1 @ 55% Teaching Performance Assessment2 @ 510% Professional Behavior and Dispositions1 @ 1010% Midpoint and Final Reflections2 @ 510% Mentor Teacher Conference Report1 @ 55% Modified Teacher Work Sample1 @ 3535% TOTAL100% Note: Supervisors who are supervising students in EDCI 4700 or 7670/7680should refer to the syllabus for information on graded assignments.

6. Learning Modules 1. Treasure Hunt (week 1) Treasure Hunt 2. Legal Issues (week 2) 3. Ethical Issues (week 3)

7. Observations of Classrooms Interns should observe 5-7 classrooms. Submit written summary for 2written summary Middle and secondary – must have at least one ESOL classroom ESOL – must have at least one general education classroom

8. Detailed Lesson Plan Students must use a format recommended or approved by the program faculty. The plan must be highly detailed. The supervisor should work with the student to schedule an observation of the lesson before the midpoint of the semester (Oct. 7) Student should submit plan to the supervisor at least 24 hours before teaching

9. Teaching Performance Assessments University supervisor will observe two times – one for detailed lesson plan and one during MTWS. Grade will be based on timely submission of the observation form – not on the student’s teaching performance. Plan to meet with the intern for 15-20 minutes immediately after the observation, if possible.

10. Teaching Performance Assessments Constructive feedback provided by the US is critically important for helping the teacher candidate grow as a professional. Remember that teacher candidates are novices and may have little or no prior experience in teaching. You should not expect the same level of expertise that you would for more experienced teachers. Encourage the teacher candidate to lead the conference. Three questions to ask: 1. How do you think the lesson went? 2. What do you think were the strengths of the lesson? 3. What would you do differently if you taught the lesson again? Review your observation form with the student. Work with him/her to develop 1-3 goals for improvement. Record the goals so you can discuss them at the second observation conference. At the second observation conference, revisit the goals and discuss the ways in which the teacher candidate has made progress.

11. Mentor Teacher Conference Report The teacher candidate should arrange the conference with the mentor teacher. The conference should take place near the end of the semester. The student will scan the report and submit through LiveText. The grade for this assignment will be based on the timely submission of the report. The US will consider Information from the report when figuring the grade for Professional Behavior and Dispositions.

12. Professional Behavior and Dispositions Students will receive a grade for this assignment (not the same as the Key Assessment for Dispositions). Evaluation of student by the university supervisor will include information on the teacher candidate’s performance throughout the semester. Students who score lower than 80% on the rubric may be required to follow an action plan for Student Teaching.

13. Midpoint and Final Reflections These reflections should follow criteria recommended by program faculty. Middle Level and ESOL – Midpoint reflection should be based on the first placement for the semester; Secondary – midpoint reflection should be based on the first 6-7 weeks in the field. Final reflections should consider the student’s growth and learning over the entire semester.

14. The Modified Teacher Work Sample Comprehensive thematic teaching unit 7 processes 1. Contextual Factors 2. Learning Goals 3. Assessment Plan (must include pre- and post-) 4. Design for Instruction 5. Instructional Decision-Making 6. Analysis of Student Learning 7. Reflection and Self-Evaluation Uses a separate templatetemplate

15. Why the MTWS? The university supervisor should help the teacher candidate understand the purposes of the MTWS. Provides systematic framework for planning, teaching, and evaluating Documents the effectiveness of instructional practices (very important in this age of accountability!) Provides data to inform future teaching strategies

16. Modified Teacher Work Sample - Planning 1 Contextual Factors 2 Learning Goals 3 Assessment Plan 4 Design for Instruction

17. Note! Regardless of the due dates posted in the course in LiveText, the first four sections of the MTWS must be completed and approved by the university supervisor before the intern begins teaching the unit.

18. Modified Teacher Work Sample - Teaching 5 Instructional Decision-Making

19. Modified Teacher Work Sample – Analysis and Reflection 6 Analysis of Student Learning 7 Reflection and Self-Evaluation

20. Non-graded Assignments Three-way conference reports. The conference must take place within the first two weeks of each placement (2 for MLE and ESOL; 1 for secondary) Student information form – students should send a copy to the US and to the Office of Field Placements during Week 1 of each placement (two for MLE and ESOL). (Note: TSS refers to a Teacher Support Specialist endorsement). Timesheet – must be completed by intern and signed by mentor teacher each week; must always be available for US to review All forms are available in the LT Resources document. Timely submission of non-graded assignments will be considered by the US when figuring the grade for Professional Behavior and Dispositions.

21. Preparing for Fall Supervision Become thoroughly familiar with the Handbook for Field Experiences, the course syllabus, and the PowerPoint presentation for supervisors (all available in the Resources document).Resources document Register with LiveText; get comfortable with the navigation of the course – how to grade assignments and submit feedback to the students. Make sure your GSU email is active. Contact your assigned students today (August 22). Provide students with your GSU email and cell phone number. Make sure they know how to reach you quickly if the need should arise. Do not give students your personal email address.

22. First Week of Supervision Work with each teacher candidate to schedule a three-way conference within the first two weeks. Use the form provided for this purpose (in Resources document). Make sure the mentor teacher has your contact information. Make sure that each of your teacher candidates provides you with a schedule so you can find them when you visit the school. Check assignments that are due for the first week and respond promptly.

23. During the semester Wear your GSU name badge when visiting the schools. Follow school protocol for signing in as a guest. Maintain regular contact with the interns. Respond to email or phone calls within 24 hours. Grade assignments promptly (not more than 1 week). Report any concerns about interns to the Coordinator of Field Experiences or the Associate Chair in writing (email is fine).

24. Professional Appearance The TC’s have been given the following instructions: Dress for success! Your appearance will have a significant impact on the ways you are perceived by students, teachers, and other school personnel. It will also affect the way you view yourself as a professional. Dress to impress! Even though the teachers may dress informally, you should consider your entire field experience as a job performance assessment. Your professional appearance will be considered in the evaluation of your Professional Behavior and Dispositions.

25. Clothing Check the faculty handbook for guidelines. When in doubt, dress more professionally than required. Talk to your mentor teacher about what is appropriate for teachers at your school. If you need to supplement your wardrobe, shop for sales, bargains, thrift stores; purchase basic items that can be mixed and matched.

26. What Not to Wear No short skirts (more than 3” above the knee) No halter tops, clothing with holes, tight or clingy sweaters No baggy pants or visible underwear No clothing that depicts inappropriate images or words No visible cleavage, muffin tops, or midriffs No visible tattoos or body piercings (except ears)

27. Pathways for Communication 1 Mentor Teacher 2 University Supervisor 3 Program Coordinator 4 Coordinator of Field Experiences (Pethel) 5 Associate Chair of Department (Ariail) 6 Chair of Department (Fox)

28. Personal Use of Technology Teacher candidates may not use electronic devices (e.g., laptops, cell phones, iPads) for personal reasons at any time during the field experience. Cell phones must be turned off during instructional time. Laptops may be used for class purposes only. Teacher candidates are not to use the Internet for personal reasons at any time while on the school campus. Teacher candidates must not provide their personal contact information (personal email addresses, phone numbers) to students.

29. Grading Student work should be graded as quickly as possible but no later than one week after the student submits the assignment. All graded assignments will be given a grade based on 100 points. Non-graded assignments will be given an S or U. For the MTWS, the student can earn up to 175 total points. To convert the total points to a grade based on a 100 point scale, divide the number of points earned by 175. For example, if the student earns 150 points, divide 150 by 175: 150÷175 =.857 To compute the grade, round to two places and remove the decimal.857.86 86 To convert to percentage points, multiply the grade by.35: 86 X.35 = 30.1 percentage points

30. Assignments in LiveText University supervisors have access to the list of all students in the program. You should select only the students assigned to you and ignore the others. The Date Assigned is the date students are able to view the assignment in LiveText. The Due Date is the date the assignment is due. Assignments posted after the Due Date are late unless prior arrangements have been made with the supervisor. Points should be deducted according to the posted schedule. Changes in due dates for individual students can be negotiated between the supervisor and the student, with approval from program coordinator. Deviations from the posted due dates should be in writing (email message is okay). If no changes are negotiated for the student, deadline penalties for late assignments will apply. Only the program coordinator or the associate chair should change due dates in LiveText for any assignment.

31. Timeliness of Assignments Points will be deducted from any assignment that is turned in late (after the posted due date): 1-3 days late (minus 5 percent); 4-7 days late (minus 10 percent); 8-10 days late (minus 15 percent); More than 10 days late (minus 20 percent). No credit will be given for work submitted after the last day of class.

32. Assigning a grade of “incomplete” A grade of incomplete may be given for nonacademic reasons that are beyond the student’s control. The student must have completed most of the major assignments of the course (generally all but one); and be earning a passing grade in the course (aside from the assignments not completed) in the judgment of the instructor. The instructor must get approval from program coordinator and department Chair to assign an “I” fill out an Incomplete form (see Resources document),Resources make sure that the student understands the conditions, obtain all necessary signatures, confirm that the form is filed with the department and the college. The university requires that a grade of I be removed not later than the end of the second academic term after the grade of I was assigned (whether or not the student was enrolled during these two terms). If the requirements to remove a grade of incomplete are not met prior to the deadline noted on the incomplete form, the grade of I will convert to a grade of F.

33. KEY ASSESSMENTS Key Assessments in Practicum 1 are used for program evaluation and are not associated with a grade for the student. They are, however, based on the university supervisor’s observations and evaluations of the student throughout the semester and must be completed for each student. 1. Midpoint Teaching Evaluation (This evaluation comes at the midpoint of the student’s program; takes place at the end of Practicum I) Midpoint Teaching Evaluation 2. Dispositions – midpoint (not the same as the assessment for Professional Behavior and Dispositions) Dispositions The US must use the rubrics attached to the assignment in LiveText to evaluate students on the key assessments.

34. Questions?