Guiding+Materials+for+Clinical+Educator+Mentors

 Letter to Clinical Educator  Types of Clinical Experiences  Expectations for Teacher Candidates  WP COE Assessment Framework  Expectations for Clinical Practice One Semester S

Table of Contents

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 Letter to Clinical Educator

 Types of Clinical Experiences

 Expectations for Teacher Candidates

 WP COE Assessment Framework

 Expectations for Clinical Practice

One Semester (Student Teaching)

 Expectations for Clinical Practice

Two Semesters (Student Teaching)

 Engaging Teacher Candidates in

Remote Teaching and Learning

Within a Hybrid Classroom

 Remote Teaching and Learning Roles and Responsibilities

 Implementing edTPA @WP

 Resources for Clinical Educators

 Assessments of Teacher Candidates Chalk & Wire Helpful Hints

 Assessments and Forms

 Calendar of Events

Thank you for mentoring a teacher candidate from William Paterson University During these uncertain times, I am sure that you will find that the teacher candidate will be a great help to you and your students

The following materials are typically provided in a paper booklet but to help reduce with social distancing, all orientations and support materials are being provided digitally If you wish to receive a booklet with the following information, please email Margaret Renn, Director, Office of Field Experiences at rennm@wpunj.edu

The Clinical Guide for Clinical Educators

Mentoring Teacher Candidates

Fall 2020

Letter to Clinical Educator

September 2020

Dear Clinical Educator:

On behalf of the College of Education of William Paterson University, thank you for serving as a clinical educator for one of our teacher candidates during the fall 2020 semester I appreciate your willingness to provide support and feedback to our teacher candidates as they experience first-hand the myriad responsibilities of teaching, especially during this new educational landscape

This booklet outlines expectations for the teacher candidate, resources and assessment procedures

Five webinars (one required) to support clinical educators as mentors have been scheduled for fall 2020 A link to access all webinars will be sent in an introductory e-mail and may be found within the OFE calendar webpage

Webinar: edTPA in the Classroom

Thursday, September 10, 2020, 4:00pm – 5:00pm

Webinar: Being a Teacher Educator and Mentor in a Hybrid Classroom

Thursday, September 17, 2020, 4:00pm – 5:00pm

REQUIRED: Webinar: Assessment of Teacher Candidates

Tuesday, September 22, 2020, 4:00 pm – 5:00pm

or Thursday, September 24, 2020, 4:00pm – 5:00pm

Webinar: The Co-Teaching Partnership

Wednesday, September 30, 2020, 4:00 pm – 5:00 pm

We understand that you are very busy and we would like to provide support in the most accessible way These webinars are our opportunity to do just that and to “meet with you,” virtually, and answer any questions you may have regarding being a teacher educator Please call 973-720-2108 if you have any questions

Thank you again for working with us I look forward to “meeting you” through our webinars

Margaret Renn

Director, Office of Field Experiences

Types of Clinical Experiences (Placements)

Early Childhood (P-3)

Clinical Experience (practicum): one day per week in a pre-K setting

Clinical Practice I: three days per week per semester in a K-3 setting

Clinical Practice II: five days per week for one full semester in a K-3 setting

Elementary Education (K-6)

Clinical Practice I: three days per week per semester in a K-6 setting

Clinical Practice II: five days per week for one full semester in a K-6 setting

Secondary Education (K-12)

Art, English, Math, Science, Social Studies, World Language

Clinical Experience (practicum): one day per week in a 6-12 setting

Clinical Practice I: three days per week per semester in a 6-12 setting

Clinical Practice II: five days per week for one full semester in a 6-12 setting

Music Education

MUSI 3290- undergraduate: one day per week in an elementary setting

Clinical Practice I: two days per week per semester in a K-12 music setting

Clinical Practice II: five days per week for one full semester in a K-12 music setting

Physical Education

PETC 3970- undergraduate: one day per week in an elementary setting

PETC 3980- undergraduate: one day per week in a high school setting

Clinical Practice I: three days per week per semester in a K-6 setting

Clinical Practice II: four days per week for one full semester in a 6-12 setting

Special Education

Clinical Experience (practicum): one day per week in a resource room or self-contained classroom

Special Education Clinical Practice

Co-Taught, Inclusion Classroom: the candidate works with both general and special education students

and general and special education teachers Inclusion Classroom with Push-in and/or Pull-out: the

candidate works with both the general education students and teacher as well as the in class

support/resource teacher following the classified students from the class

Expectations for Teacher Candidates

To be reviewed during the initial meeting between the teacher candidate, clinical educator and clinical

supervisor

Overview: The triad, consisting of the teacher candidate, clinical educator, and clinical supervisor, will:

 Review the expectations and procedures (see Clinical Experiences Handbook) of the clinical experience

 Share emergency and general contact information (including the clinical educator’s school e-mail address)

 Set up observation schedules (2 for clinical experience, 4 for clinical practice I, & 8 for clinical practice II)

 Confirm receipt of booklet links and workshop information

 Will conduct post-observation conferences after each observed lesson to discuss strengths, areas for

improvement and goals for the next observation

Attendance: The teacher candidate will:

 Be on time and follow the school district’s schedule and attendance expectations

 Notify the clinical educator and clinical supervisor immediately of any unavoidable absence

Planning: The teacher candidate will:

 Provide a written lesson plan (in the recommended format) to the clinical educator and clinical supervisor at least two days before date of observed lesson, so that it can be reviewed and feedback can be provided

 Discuss classroom management and any different techniques planned to be used by the student beforehand

 Use the resources located in the school, but also show initiative in finding outside resources such as those available in the WPUNJ Curriculum Library

 Check with the clinical educator before making important decisions (e.g., parent communications, grades, tests and assignments, snacks and allergies)

 Put up and take down monthly bulletin board displays

 Follow the district/clinical educator’s curriculum and schedule

 Be familiar with the New Jersey Student Learning Standards

Dispositions: The teacher candidate will:

 Display a positive attitude and dedication to teaching

 Be familiar with and follow all school district policies (e.g., report cards, dress, field trips), demonstrate confidentiality and behave in a professional manner at all times

 Seek to improve teaching skills and ask for both positive feedback and constructive criticism

 Treat all students equitably – with caring and fairness

NOTE: Teacher candidates are not permitted to serve as substitute teachers during their clinical work

William Paterson University College of Education Assessment Framework

Assessment Framework

The College of Education at William Paterson University has identified eighteen (18) core competencies that all teacher candidates need to demonstrate a mastery level of proficient by the end of the clinical practice These competencies are rooted in the national (InTASC), state (NJ Professional Standards for Teachers and NJ Student Learning Standards) and local (district) standards of the profession and ensure that teacher candidates completing the teacher preparation program have the fundamental skills and knowledge to be a beginning teacher

Using the framework of the COE Core Competencies teacher candidates are prepared as professionals and content knowledge and pedagogy experts

and Pedagogy Expert

InTASC &

Specialized Professional Associations

NJPST &

NJSLS

District Code of Conduct and Curriculum

InTASC NJPST

District Code of

Conduct

SPA

NJSLS

District Curriculum

Assessing Teacher Candidates on the COE Core Competencies

Assessing Teacher Candidates on the COE Core Competencies

The College of Education has adopted the Continuum of Teacher Learning

(Feinman-Nemsar, 2001) as a framework for our initial teacher preparation programs and advanced educator programs

Feiman-Nemser, S (2001) From preparation to practice: Designing a continuum to strengthen and sustain Teaching Teacher College Record, 103(6), 1013-1055

Expectations for One Semester Clinical Practice (Student Teaching) Candidates

Expectations for CP I and CP II may be found within the WP Clinical Experiences Handbook

What Teacher Candidates Should Do

1

Observe clinical educator teaching, become familiar with school operation, assist with clerical tasks, learn use of AV equipment, work on lesson plans, and work on bulletin board Begin co-teaching using One Teach, One Observe; Station Teaching; One Teach, One Assist strategies

2-3

Begin co-teaching a class Continue observing and co-teaching with the clinical educator, i.e., grading papers, recording grades in grade book Begin developing lesson plans for a two week unit, etc May observe other quality teachers in the building Increase co-teaching

4-6

Begin taking the lead in co-planning and co-teaching many of the classes Co-Teach many of the classes Clinical educator co-plans and assists during lessons

5

7-8

Teach all day implementing co-teaching methods The teacher candidate performs all teacher

responsibilities such as lesson planning and recording grades after co-planning and discussions with the clinical educator

9-14

Take the lead in the co-planning and co-teaching model and teaching all day and has assumed all

responsibilities, e.g., attending faculty meetings, hall supervision, attending parent-teacher conferences The clinical educator is focusing on struggling students while observing the teacher candidate to be assured that all students are learning Meet daily with your clinical educator to discuss the day's

accomplishments, tomorrow's lesson plans, best methods of presentation, areas for improvement, etc

15 Gradually turn all classes and responsibilities back to the clinical educator Observe other quality teachers in the building

16 Write a thank-you note to the clinical educator and principal

NOTE: This is a guide only The philosophy of the cooperating school, the style of the clinical educator, the maturity of the teacher candidate, etc., will determine the actual clinical practice program for each WPU student Please see handbook for responsibilities not necessarily mentioned in this guide that are considered essential during the student teaching experience

NOTE: Teacher candidates are not permitted to serve as substitute teachers during their clinical work

Expectations for Two Semester Clinical Practice I & II (Student Teaching) Candidates

Expectations for Clinical Practice I and Clinical Practice II may be found within the WP Clinical Experiences Handbook

What Teacher Candidates Should Do Week Semester I – CP I

1-5

 Observe the clinical educator modeling effective teaching practices

 Become familiar with school operation, assist with clerical tasks, learn use of AV

equipment, work on lesson plans

 Establish relationships with the students, becoming familiar with student needs, interests, and profiles

 Begin co-teaching using One Teach, One Observe; Station Teaching; One Teach, Once

Assist strategies

 Observe methods in which the clinical educator collects and records student data to implement data based decision-making

 Arrange a minimum of four (4) observations in collaboration with your clinical educator and supervisor

6-15

 Utilize relationships with the students and understanding of student profiles to facilitate all classroom activities

 Work together as a team, co-planning and co-teaching effective teaching practices, including differentiated instruction (The teacher candidate and the clinical educator may vary the lead teacher role giving both clinical educator and teacher candidate

opportunities to demonstrate effective teaching practices.)

 Implement and practice consistency in classroom management procedures

 Co-facilitate pre- and post-lesson conferences to evaluate, reflect, answer questions and plan for future lessons

 Begin collecting and recording student data to implement data-based decision-making

 Integrate into the school culture and school; and learn about community resources available to support academic achievement of diverse learners

Week Semester II – CP II

1-14

 Establish relationships with the students, becoming familiar with student needs, interests, and profiles (If beginning CPII in the fall.)

 Arrange a minimum of eight (8) observations in collaboration with your clinical educator and supervisor

 Teach all day and assume all responsibilities, e.g., attending faculty meetings, hall

supervision, attending parent-teacher conferences

 Utilize the clinical educator as another instructor in the classroom in either co-teaching or working with struggling students

 Meet daily to discuss the day's accomplishments, tomorrow's lesson plans, best methods

of presentation, areas for improvement, etc

 Integrate into the school culture and school; and learn about community resources

available to support academic achievement of diverse learners

 Implement and practice consistency in classroom management procedures

 Utilize relationships with the students and understanding of student profiles to facilitate all classroom activities

15  Write thank-you notes to the clinical educator and the principal

NOTE: This is a guide only The philosophy of the cooperating school, the style of the clinical educator, the maturity of the teacher candidate, etc., will determine the actual clinical practice program for each WPU student Please see handbook for responsibilities not necessarily mentioned in this guide that are considered essential during the clinical practice experience

NOTE: Teacher candidates are not permitted to serve as substitute teachers during their clinical work

Engaging Teacher Candidates in Remote Teaching and Learning

within a Hybrid Classroom

Each new school year begins with excitement and some challenges The 2020/2021 school year is beginning in a new landscape, which brings new challenges This is a list of possible ways a teacher candidate (student teacher) can help teachers, and the school staff in providing a rich teaching and learning environment that supports students’ academic growth and social emotional well-being

This is not an exhaustive list As we navigate our new teaching and learning landscape, we will discover additional ways that teacher candidates can have a meaningful impact on students, teachers and the school as a whole These actions and support are in addition to the supports that teacher candidates provide in a traditional classroom setting

General

 Work with clinical educator to effectively utilize/integrate digital platforms and apps

 Help manage classroom calendar/schedule

 Help organizing materials and resources

 Assist with classroom set up (beginning of year and daily): organizing desks, chairs, dividers, materials, bulletin boards, signs

 Troubleshoot technology issues when in school but some students are remote

 Participate in school based procedures (entrance, exit, maintaining social distancing etc.)

Preparing Instruction

 Prepare and monitor asynchronous learning lessons and activities

 Create interactive presentations/activities using PearDeck, Kahoot, Quizizz, etc

 Develop topics for classroom meeting time

 Develop topics for journal entries

 Create lists of online resources by subject area and topic (for students and/or families)

 Create surveys

 Create screencasts for a given course

 Demonstrate new teaching technology and technology based teaching ideas with the clinical educator

 Find or create "how-to" tutorials for students on how to use the technology/program or

academic based topics e.g Writing - how to write a paragraph

 Develop Mindfulness/ Social Emotional Activities that can be run live (with teacher present) and them leading, or that can be posted for student collaboration to occur

 Investigate online "National Library of Virtual Manipulatives" to help when planning for

students' "hands-on" investigative constructivist approach to problem solving

 Refer to Kathy Schrock's sites to find variety of student Web-based PROJECTS (K-12, most subjects) and her site for wide range of RUBRICS essential for students to understand

expectations and for fair, objective evaluations

 Create phone-only classroom supports that do not require video (given many P-12 students do not have access to computer, or have to share at home)

 Create enrichment options such as directed drawing videos, STEM challenges, or math/logic activities