Office of Field Services Handbook Office of Field Services (OFS) Campus Location: Julka Hall 187 For Information Call: (216) 687-­‐4616; Fax: (216) 687-­‐4636 Email: ofsassistant@csuohio.edu Web: http://cehs.csuohio.edu/fieldservices Introduction This Handbook is designed to help facilitate a successful field experience for the student, mentor and supervisor. It contains the answers to many frequently asked questions. Please read the Handbook to become familiar with the information needed before, during and after the field experiences. OFS: Mission Statement The mission of O FS is to facilitate all aspects of the field experiences—including matching, orientation, supervision, and evaluation—to ensure that all Cleveland State students and interns have educative experiences that will aid them in their development into highly skilled, effective, hardworking, reflective, and responsive educators. To accomplish this task, our office has established four major goals: 1. We will make timely and appropriate matches for CSU students and interns 2. We will provide useful information and maintain effective communications with interns, supervisors, and mentor teachers 3. We will monitor CSU student and intern field experiences to ensure that the experiences are educative 4. Where necessary, we will mediate concerns arising from interns, supervisors, mentors, and school administrators Office of Field Services Spring 2016 2 General Information
Before the Field Experience
Working During Internship Taking Classes during Internships Petitions The Placement Process
Application Process Prerequisites Information Placement Information Placement Notification Orientation Office of Field Services Spring 2016 3 Before the Field Experience 1 2 3 4. Working During Internship Taking Classes during Internships Petitions Long Distance Internships Field experience classes are the first step into the world of professional education. In order to make this first step a successful one there are several considerations before enrolling in a class with a field experience component. •
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1.Working During Internship Interns are permitted to work evenings without petitioning, as long as it does not interfere with internship requirements. Final Semester interns are expected to take on the duties of the full time teacher thus it is recommended working outside of the internship be very limited. It is the responsibility of the intern to make arrangements with their outside jobs. OFS does not schedule field experiences around interns’ work schedules. If a student wishes to complete an internship at the site of employment, the student works with a faculty advisor, school and district administrators to complete a petition clearly demonstrating how the requirements of the internship will be satisfied. 2. Taking Classes during Internships •
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Many programs require practicum interns to take university courses concurrently. The intern must check with their advisor or review their intake checklist to verify the co-­‐
requisite course(s). Some licensure programs also require student teaching interns to take one course concurrently. In order to maintain full time status, undergraduate students need to register for at least 12 credits. Student teaching interns are only permitted to take one course during their internship. Methods students must be enrolled in the Methods Class for which the field experience is required. If an intern withdraws from the Methods Class, he/she must contact OFS to a lso be w ithdrawn from the field experience. 3. Petitions Certain requests are only granted through the petition process. Petitions are processed through the Education Student Service Center (SSSC). The student’s application with OFS will not be active until after the petition has been approved. The expected turnaround time on petitions is 4-­‐6 weeks. Examples of Petitions: • Taking a pre-­‐requisite class with an experience. • Waiving a non-­‐academic prerequisite. • Taking a class with Student Teaching • To repeat an experience • Waive an experience • To do an experience at place of employment • Working during an internship • Summer placement • Graduate without licensure Office of Field Services Spring 2016 4 4. Long Distance Internships If a student from another university wishes to complete an internship through OFS, that student must complete the following steps: • Contact your home university’s Office of Field Services (or equivalent) to indicate your intention to complete your internship as a transient student. Ask your home university to contact OFS to make arrangements for an appropriate match. • Complete the OFS online application during the normal application window, the semester prior to the semester the student will complete the internship. • Attend the CSU orientation the week prior to the start of the semester. • Complete all CSU requirements as listed in the syllabus and be evaluated according to the CSU observation forms, unless your home university has provided alternate assignment guidelines and/or evaluation forms. • Your home university is responsible for paying a fee of $1000 to OFS. OFS will use this fee to cover material costs, placement costs, supervisor mileage, and mentor and supervisor pay at current CSU rates. Office of Field Services Spring 2016 5 THE PLACEMENT PROCESS 1 2 3 4 5 Application Process Prerequisites Information Placement Information Placement Notification Orientation 1. APPLICATION PROCESS Application The Request for Field Experience applications are completed via the OFS webpage at https://www.csuohio.edu/cehs/office-­‐of-­‐field-­‐services/office-­‐field-­‐services-­‐ofs All applications are to be completed within the following time periods: Summer *Graduate students only January 15th through February 15th Fall January 15th through February 15th Spring August 20th through September 20th. Late Applications Applications submitted after the above timeframes will be charged a late fee, and may be denied a placement. Information Sessions All students applying for practicum or student teaching are required to attend an Information Session. Attendance is required after each application even if you’ve attended an Information Session in the past. The Office of Field Services will not proceed with a placement for students who do not attend an Information Session. Information sessions are held in the first six weeks of the semester. See OFS website for details. Enrollment Information In order to complete the enrollment for the Field Experience class, register on Campusnet. If this step is not completed, late enrollment fees may apply. 2. PREREQUISITES INFORMATION Academic Prerequisites Prior to your field experience, OFS will check for evidence that satisfies the following requirements: •Completion of all prerequisite courses according to the program of study for your licensure area •Overall GPA of at least 2.5 •Professional GPA of at least 2.75 (with no D’s, F’s, Incompletes, or X’s in professional course work) •Content GPA of at least 2.5 (middle and secondary licensure) Office of Field Services Spring 2016 6 Non-­‐academic Prerequisites for Field Experiences All of the un-­‐shaded items listed by your licensure program need to be submitted to the Office of Field Services as a complete packet by May 1st for Fall/Summer Placements or November 15th for Spring Placements. Early Childhood Physical Education ECE Special Ed. Or Mild/Moderate or Mod/Intensive Foreign Language Middle Childhood Speech and Audiology CSUTeach or CSU Humanities Art or Music or Secondary *BCI *FBI *TB test Hepatitis B series *Physical High school Diploma or Transcript Child Care Non-­‐Conviction Statement (Student Teaching, OAE OAE OAE OAE OAE OAE Apprentice ship II Content Content OPI Content Content Content Internship II) Content WPI Reading ** Pearson Exams *These items must be resubmitted for Student Teaching, Apprentice ship II Internship II if expiration dates are before the last day of the field experience. **Student Teaching; Apprenticeship II; AND Internship II Interns only Ohio Assessment for Educators (OAE) Pearson Exams Student Teaching, Apprenticeship II Internship II Interns are required to take their OAE Pearson exams before the start of their experience. Some program areas are not required to take the OAEs but do have other required tests. Information on tests required and registration information can be found at www.oh.nesinc.com. ODE will automatically get the results of testing, but Cleveland State University must be designated as a recipient for each test registration. 3. Placement Information OFS placement coordinator works with School placement coordinators to place students. Approximately 500 students are placed each semester. Students may not contact schools directly to request placement. Many details must be taken into consideration for each person’s placement, including licensure area, urban requirements, transportation requests, and conflicts of interest as well as how many interns are being placed in a district or school. Ever effort is made to place students in the best available school. Conflict of Interest •
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Completing an experience in the school Intern attended (under 10 years from graduation date) Interns cannot be placed in a school where family/friend works or attends Placement cannot be completed where the intern is employed. Office of Field Services Spring 2016 7 Linking Experiences The Office of Field Services director has the sole discretion to allow the linking of experiences. Special Match Requests To request a Special Match complete the Special Match Request Form by October 1st for fall placements and March 1st for spring and/or summer placements. Any requests received after this time will not be honored. The best effort to accommodate special match requests is made but not all can be granted. Only special matches that do not conflict with the urban placement requirement and do not cause a conflict of interest will be considered. Students may not contact schools directly to request placements. Urban requirements All students are required to have a minimum of one urban placement. Early field experiences are not included in meeting this requirement. Due to the nature of our partnerships, there is a high likelihood that both placements will be in an urban school. Shared Experience In order to provide some interns with the opportunity to teach a variety of subjects, it may be necessary for two or three mentors to share one intern for the full semester. This typically occurs in middle childhood or secondary licensure areas where there is a need to teach multiple subjects in the same grade levels. Shared experiences can be defined in two ways: 1. Two mentors share one intern for the full 15 weeks, for example, mornings teaching math and afternoons teaching science. 2. An intern will spend 7 weeks with one mentor and 8 weeks with another mentor, for example, 7 weeks teaching math and the next 8 weeks teaching science. Decisions about how to arrange shared experiences are made by mentor teachers in consultation with the CSU Program Coordinator. Split Experience Some licensure programs (for example, P.E., Music, & Foreign Language) have split experiences. The intern will spend 8 weeks of the semester in one placement and 7 weeks of the semester in another. 4. Placement Notification Information regarding confirmed matches is communicated to all students by their CSU email after grades are posted and Takstream Portfolio requirements are met but prior to the start of their internships, provided the students have met all eligibility requirements (including the submission of non-­‐academic prerequisites). Match information will include contact information for schools and mentor teachers. Students are then encouraged to contact their mentor teachers. Students will also receive information concerning the dates of mandatory orientations for their internships. Students need to make note of these dates on their calendars and clear their schedules to attend. Students who have failed to submit non-­‐academic prerequisites will have their matches cancelled. Office of Field Services Spring 2016 8 5.Orientation Mandatory orientations are held during the week prior to the start of the internship. (Summer Orientations may be held earlier.) Dates and information for the Orientation will be sent with match information. Failure to attend this orientation may result in a late start to the experience, as students may not begin internships without attending the orientation. Interns will receive important information and training at the orientation including: 1. Intern Packets 2. Mentor Packets 3. Class Syllabus including Assignments 4. What to do the First Day 5. Introduction to Supervisors 6. Child Abuse Training 7. ALICE training Office of Field Services Spring 2016 9 FIELD EXPERIENCES The Intern Types of Field Experiences Professionalism Presentation of Self Protecting Children’s Safety Support People Getting Started During the Experience Lesson Planning Completing the Experience The Mentor Mentor Qualifications Mentor Identification Process Types of Field Experiences Getting Started During the Experience Completing the Experience OFS Observation and Triad Conferences The Supervisor General Information Attendance Academics Getting Started During The Experience OFS Observations and Triad Conferences Duties Completing the Experience
Office of Field Services Professional Dispositions Career Services Intern Supports Concerns with the Intern Arbitration Policies Pathway 1 Pathway 2 Office of Field Services Spring 2016 10 The Intern 1 2 3 4 5 6 7 8 9 Types of Field Experiences Professionalism Presentation of Self Protecting Children’s Safety Support People Getting Started During the Experience Lesson Planning Completing the Experience 1. Types of Field Experiences Each licensure area has specific requirements for the major field experiences. Each student’s program of study determines the requirements. Assignments for each experience are listed on the class syllabus. Below are some examples of rotation cycles. Those unsure of which cycle to follow should see advising. Early, Middle and Special Education Enrolled prior to Fall, 2014 Course instructors determine and notify students of the Methods 20 to 72 hours requirements of the experience. (Program dependent) Practicum 16 hours per week for Work with small student groups, teach mentor teachers’ 15 weeks lessons, gather and develop instructional materials, and (4 hours a day, 4 days a gradually take responsibility for developing and teaching lessons in the classroom week) Student Contracted hours of the Full responsibilities of the classroom teacher. Teaching teacher for 15 weeks CREATE Early, Middle and Special Education Starting Fall, 2014 Enrollment. Rotation & Seminar I (R&S I) Rotation & Seminar II (R&S II) Rotation & Seminar IIII (R&S III) Internship I Internship II 45 Clinical hours Introduction to the Profession and Social Foundations 75 Clinical hours Licensure specific assessment and methods courses 75 Clinical hours Advance licensure and assessment course and Ed. Psych 180 Clinical Hours 405 Clinical Hours Practicing the profession with significant reflection Refining the practice of the profession with significant reflection Office of Field Services Spring 2016 11 CSUTeach and CSU Humanities, All Secondary Step 1 Step 2 Classroom Interactions (CI) 16-­‐18 hours 16-­‐18 hours 40 hours Teach 2 times Teach 2 times -­‐Teach a small group of students, -­‐Teach 3 single lessons -­‐Co-­‐plan and co-­‐teach a 5 day unit Apprentice Teaching I (ATI) 80 hours Teach once a week Apprentice Teaching II (ATII) 12 weeks full-­‐time Full-­‐time teaching 2. Professionalism Field experiences provide an important opportunity for students to begin the transition from student to professional teacher. Interns are expected to use professional conduct at all times. Professional Dispositions One important aspect of a student’s education is the development of professional dispositions—ways of working, thinking, and interacting with others. The List of Dispositions below identifies three areas, Professionalism, Work Ethic, and Communication Skills the college has identified as n ecessary for interns to d isplay. F ailure t o d o s o w ill lead t o r emoval from t he field p lacement. Communication Skills 1. Demonstrate appropriate verbal communication. 2. Demonstrate appropriate written communication 3. Demonstrate a disposition toward inquiry and problem solving 4. Work collaboratively with parents, colleagues, and professionals 5. Demonstrate consistently positive attitudes toward learning and teaching. 6. Accept responsibility for decisions and actions. 7. Establish and maintain mutually respectful interactions. Work Ethic 8. Demonstrate regular attendance. 9. Demonstrate punctuality. 10. Complete work in a timely manner. 11. Demonstrate organizational skills. 12. Observe all pertinent policies and procedures. Professionalism 13. Demonstrate a commitment to working with children, youth, and their families in developmentally appropriate ways. 14. Demonstrate an awareness of community, state, national, and world contexts that have an impact on the teaching profession and the learning process. 15. Treat university faculty/staff, colleagues, parents, and students fairly, equitably, and respectfully. 16. Accept constructive criticism and adjusts performance accordingly. 17. Express and demonstrate interest in and enthusiasm for teaching and learning. 18. Adapt to new and diverse learning situations. 19. Accept diverse learners and their needs. 20. Adapt to differences among people including differences of SES, gender, age, ability, sexual orientation, race, ethnicity, religion, language, etc. 21. Maintain confidentiality about student records unless disclosure serves a professionally compelling purpose or is required by law. Office of Field Services Spring 2016 12 22. Demonstrate discretion when discussing colleagues, faculty, field sites, and personal information. 23. Respect the points of view of others. 24. Contribute meaningfully and appropriately to discussions by asking questions and giving opinions, and listening to others. 25. Project an appropriate professional appearance in professional settings. 26. Accept leadership opportunities. 27. Understand and practice professional ethical standards. *These disposition statements have been modified slightly from Kent State University Ethics The Office of Field Services requires all interns to follow the professional guidelines set by the College of Education and Human Services and the National Education Association’s Code of Ethics. These are parameters for what is considered “professional practice.” Principle One of the Code of Ethics, found below, deals directly with the educator’s commitment to students. Principle Two, found at www.nea.org deals with commitment to the profession at large. PRINCIPLE I Commitment to the Student The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals. In fulfillment of the obligation to the student, the educator— 1. Shall not unreasonably restrain the student from independent action in the pursuit of learning. 2. Shall not unreasonably deny the student’s access to varying points of view. 3. Shall not deliberately suppress or distort subject matter relevant to the student’s progress. 4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety. 5. Shall not intentionally expose the student to embarrassment or disparagement. 6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly— a) exclude any student from participation in any program b) deny benefits to any student c) grant any advantage to any student 7. Shall not use professional relationships with students for private advantage. 8. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law. Attendance and Punctuality The following policy applies to all Field Experiences. Regular attendance is required according to the requirements of the experience. This policy includes all field hours as well as orientations, associated seminars, and other professional activities affiliated with the internship. All students are expected to: Office of Field Services Spring 2016 13 1 2 3 4 5 6 7 8 9 1
0 Sign in and out of placement daily, using schools designated system. Complete the Intern Attendance Form daily. (File with Mentor Teacher) Make available the Intern Attendance Form during supervisor’s visits. Be present for the full duration of the time scheduled for each day. Leaving early or arriving late is not permissible without advanced notification and permission. Missing over an hour on any day is considered an unexcused absence. Arrive early or stay late as required for preparation and discussions with a mentor teacher. Receive mentor teacher and supervisor’s advance approval for any anticipated absences, See Below for information regarding absences. Notify the mentor teacher, school secretary, and university supervisor of any anticipated absences See Below for information regarding absences. Leave detailed plans and materials for the mentor teacher who will ‘cover’ for the intern during an excused absence. See Below for information regarding absences. Make-­‐up each excused absence beyond three. See Below for information regarding absences. Attend a concern conference, if attendance or punctuality becomes an issue. (e.g. more than 3 absences.) Failure to make-­‐up absences may require Intern to withdraw from field experience. Any intern facing such a possibility should confer with the Office of Field Services. Absences Mentors and children expect you to be consistent and reliable with attendance and punctuality. Unexcused absences are not permitted for any reason Excused absences -­‐ With proper communication to university supervisor and mentor teacher, in extenuating circumstances, interns are permitted up to three (3) e xcused absences. Each excused absence beyond three must be made-­‐up. See Personal Leave Policy below for definition of excused absences. If more t han 3 a bsences o ccur, a nd these absences cannot be made-­‐up, interns may be required to withdraw from practicum or student teaching. PERSONAL LEAVE (excused absence) POLICY-­‐ In extenuating circumstances, interns are permitted up to three (3) excused absences during placement. For practicum interns, this shall be taken to mean the daily length of that member’s work schedule, e.g., a 4 hour teacher is eligible for three 4 hour days of personal leave. Personal leave must be approved in advance and shall be used only for such purposes or in connection with activities of the type listed immediately below and which cannot be accomplished during the non-­‐working hours. Use of such leave may be for the following: A. Intern illness B. Religious Holidays C. Personal business matters that cannot be taken care of outside school hours. D. Attendance at set graduation ceremonies in the immediate family. E. A son, daughter, spouse, or other person residing in the employee's household leaving for military service or college as a freshman. F. Weddings of the employee or in his or her immediate family. G. Attending funerals not covered in the Bereavement Leave Policy. H. Attendance at ceremonies where the teacher or his/her immediate family is receiving an award of major significance. I. Appointments required by academic programs or educational requirements. J. Emergencies affecting the teacher or a member of his/her immediate family. K. Moving from one permanent residence to another.
Concerns with Interns Office of Field Services Spring 2016 14 Interns are guest in the classroom. When concerns arise in the field, OFS guides the decision making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility. Please see the Arbitration Process for more details on how concerns are handled.
Courtesy 3.Presentation of Self Interns are guests in the mentor teacher’s classroom. As a guest it is imperative to show respect and courtesy to not only the classroom teacher but to all school personnel, students and their families, especially when resolving conflicts. Interns are to be receptive to feedback and responsive to recommendations made for improvements. Interns are to abide by the rules and customs of the school. If an intern feels that he/she is unable to resolve a n issue, the intern should consult with his/her supervisor. A Mentor has the right to revoke the intern’s invitation if the intern is not displaying professional behaviors. Appearance Dress neatly in a comfortable, professional manner, in some cases surpassing the local custom. The following are guidelines: • Casual pants may be worn, with no holes, rips, or tears, and no jeans except on special days, e.g. field trip, outside activity. • Skirts/dresses should be no shorter than 3 inches above the knee. • Males should wear a collared shirt (tie recommended). • No clothing with inappropriate sayings, symbols/designs or pictures. • No low cut tops without an additional top underneath. • No midriff baring tops, tank tops, halter tops, or tops with spaghetti straps including sundresses with these types of straps. • No athletic attire, except for Physical Education interns. • Foot attire should be appropriate to the facility. No flip-­‐flops. • Proper grooming and hygiene is important, including clean hair, tooth brushing, and use of deodorant. • Make-­‐up and jewelry should be tasteful; visible body piercings should be removed; tattoos should be covered if possible; no brightly dyed hair. Identification CSU students are required to wear identification at all times in the school or school district. The Office of Field Services provides CSU lanyards designed to hold the C SU ID Card. Some schools/districts issue their own ID cards for students to wear in addition to the C SU ID. Students should check with mentor teachers for more information. Professional Digital Citizenship Because teachers are viewed as a role model to young people, school communities and society in general hold them to a higher standard of conduct. Modern technology allows students to observe teacher behaviors in new ways. Once posted on the Internet, digital information is accessible to anyone, anywhere, anytime forever. This makes professional digital citizenship a crucial issue for teachers and interns. In order to avoid charges of unprofessional conduct (which could jeopardize your career), all interns must adhere to the CSU Information and Technology Resources General Policy when using computer equipment on campus or at the field site. In addition to the CSU policies, interns are responsible for learning and following the technology and cell phone policies and procedures of the district in which they are placed. The application of these policies includes, but is not limited to, any of the following activities: Office of Field Services Spring 2016 15 • Use of computer, tablets, cell phones, or personal electronic devices • Access to computer systems • Possession of computer software or data • Copying or use of computer software or data • Use of computer accounts • Use of computer-­‐related equipment • Use of social media Interns are to abide by the cell phone/mobile device policy of the school or school district. Cell phones should be used for personal use only in emergencies. While cell phones are widely used for personal mass multimedia communication, interns should consult with their mentor teacher and district policies to establish an agreement about the acceptable professional use of these devices as part of their internship experience. AT NO TIME SHOULD AN INTERN POST PICTURES OR ANY IDENTIFYING INFORMATION OF STUDENTS ON ANY SOCIAL MEDIA For example, Facebook, Snapchat and Twitter. Doing so may be cause for removal from the field experience! Field experience can be thought of as a long interview process, because of this, interns are encouraged to use only professional email addresses such as the CSU email address. Many nickname type emails are not appropriate as your contact for a school. The same holds true for out-­‐going voicemail messages. The first contact with a school may be through email or phone message interns need to be aware of how they are representing themselves through these devices. Academic Integrity While interns are in the field, they are entitled to all rights and bound by all responsibilities outlined in the CSU Code of Student Conduct. This includes academic integrity. OFS encourages interns to use available resources, including curriculum materials available from the mentor teacher, from the CSU curriculum library, and from the Internet. However, any work submitted for grading (e.g. lesson plans, reflections, assessments, portfolio artifacts) must be interns’ own work. If a supervisor or mentor teacher suspects an intern of plagiarizing, they will follow the procedures outlined in the Academic Misconduct Policy. Academic Requirements and Deadlines All assignments outlined in syllabi should be turned in to supervisor on the date indicated (this includes assignments that need to be submitted to Taskstream). Confidentiality It is imperative to respect students, families, and school personnel’s confidentiality. Interns are expected to maintain confidentiality in written reflections and seminar discussions. While interns may have questions and want to discuss experiences, it is best to avoid judgment or criticism. Respect the confidentiality of field sites by omitting or changing names of students, teachers, other school personnel, and school name and/or district. At no time should an intern take pictures or videos of students for personal use. Written permission from parents/guardians must be obtained when a student will be seen in video or pictures being taken for assignments or professional use. 4.Protecting Children’s Safety Child Abuse and Neglect Prevention Interns, like professional teachers, are responsible for protecting the safety of the children in their care. This includes being aware of and remediating any unsafe environmental situations, avoiding teaching activities that could endanger children’s safety, monitoring student behavior Office of Field Services Spring 2016 16 so that students do not pose a threat to one another, and reporting concerns about children who might be abused or neglected. All practicum and student teaching, apprenticeship I & II and internship I & II interns must have current Child Abuse Prevention Training. This Training is valid for three (3) years. Interns will receive training in identifying the signs of child abuse and neglect and requirements for reporting child abuse as part of their orientation. Interns may also seek similar training from an alternate approved agency. Child Abuse1 The laws of every state require teachers to report suspected cases of child abuse and neglect. This includes interns with instructional responsibility in the classroom. The National Child Abuse Prevention and Treatment Act of 1974 defines child abuse as physical or mental injury, sexual abuse or exploitation, negligent treatment, or maltreatment of a child under the age of eighteen or the age under the child protection law of the state in question, by a person who is responsible for the child’s welfare, under circumstances which indicate that the child’s health or welfare is harmed or threatened thereby. Every state grants teachers who make such reports immunity from civil and criminal suits. In most states teachers can be fined or imprisoned if they do not make the report, and in some states they can be sued for negligence. Health and Allergy Limitations Interns are responsible for learning the school’s policies. Interns need to be knowledgeable about all children with allergies in their classroom and proper course of action if a problem should arise. At NO TIME should an intern administer any type of medication to a student. Emergency Drills Interns are responsible for knowing the school’s policies and procedures for emergency drills. The intern should participate in emergency drills and know the safety locations for such drills. Intern Liability and Health Insurance Cleveland State University is not liable for any consequences due to interns’ inappropriate actions or negligence. As the teacher of record, the mentor teacher maintains full responsibility for the safety of the P re-­‐K-­‐12 students at all times. Therefore, partner districts and schools set their own guidelines and policies for how they allow interns to assume teaching responsibilities. Interns are responsible for determining the need for any personal or professional liability insurance. Interns should never be left alone in the classroom unless they are in the final semester of internship, even then interns should not be left alone for extended periods of time. However, w hen permitted by the school administrators, a mentor may need to leave the classroom for a few minutes at a time to allow final semester interns the ability to take ownership of the classroom. Mentors or another licensed teacher should always be available to the intern if the intern encounters situations he/she cannot control. If an intern feels uncomfortable about the amount of time he/she is being left alone, he/she should speak to the mentor teacher or supervisor to address the situation. Cleveland State University does not carry health insurance for interns and internship schools are not liable for injuries sustained by interns during the internship. The College of Education and Human Services strongly advises all interns to be sure that they are properly insured against illness and injury during the program year. Interns may take advantage of the health insurance that is offered through the university or they can contact the National Education Association. Office of Field Services Spring 2016 17 Incident Reports An Incident/Injury Report, available on the OFS website, should be completed and submitted to OFS when any of the following occur: • A child under the supervision of the intern is transported to a source of emergency assistance • An unusual or unexpected incident occurs which jeopardizes the safety of a child under the supervision of the intern or staff: such as a child left unattended, a child or intern is exposed to a threatening person, or a vehicle accident during school transportation. • Intern is injured during school hours. Forms should be completed and returned to OFS within 48 hours of incident. Substituting Interns do not have the protection from liability that the mentor teacher has. Interns may not serve as a substitute teacher and may not take children off the school grounds unless accompanied by a licensed teacher as part of a school-­‐sanctioned event. Interns who have earned a substitute license in the district where they are completing their student teaching may, with the prior approval of their mentor, supervisor, and O FS Director, substitute for their mentor teacher(s) for a maximum of five days. Work Stoppages In the case of work stoppages or teacher strikes, the Cleveland State University College of Education and Human Services follows a long-­‐standing policy, worked out in cooperation with other area universities and colleges and in consultation with school officials: 1. Field experience interns should not be used as substitutes for mentor teachers or other teachers absent as a result of a work stoppage. 2. In the case of a work stoppage called b y a teachers’ organization, interns should not report for duty or be in or near the building of their assignment. 3. In the case of study days, boycotts, strikes b y non-­‐certified employees, unauthorized work stoppages or other circumstances where regular teachers follow various courses of action, interns should follow the lead of their mentor teachers, unless to do so would be a violation of conscience. Drug use The College of Education and Human Services takes drug use very seriously. A drug abuse offense, as defined in section 2925.01 of the Ohio Revised Code, that is not a minor misdemeanor, is a valid reason for the state of Ohio to refuse to issue a teaching license. If a mentor or supervisor suspects an intern of drug use or abuse, they must report their suspicions immediately to the Office of Field Services. The Office of Field Services will work directly with school administrators to determine what actions should be taken, including removal from a match or from the licensure program. If an intern suspects a student of drug use/abuse, complete the following: 1. Report concern to mentor teacher immediately 2. Assist mentor teacher in following the relevant school policy 3. Report concern to Supervisor and the Office of Field Services 4. Exercise discretion and maintain confidentiality Office of Field Services Spring 2016 18 Mentor 5.Support People The Mentor: • Is employed by the school district. • Is dedicated to the teaching field and supporting future teachers. • Orients the intern to the classroom. • Shares resources and materials. • Helps interns learn the routines and expectations of the school and classroom. • Supports intern in planning and implementing lessons. • Holds the intern accountable while providing high levels of support. • Communicates regularly with Intern and Supervisor about intern’s progress. • Ensures that theory and practice are linked. • Maintains coherence across clinical and academic components of preparation. • Shares accountability with supervisor and OFS to determine intern’s success. Mentors are sharing their classroom with the intern. Interns should communicate as much as possible with the mentor about any questions or concerns. Mentors have the right to revoke the invitation to their classroom if an Intern is perceived as negatively impacting students. Supervisor The supervisor: • Is employed by the University • Is a professional and responsive individual who shares a deep commitment to teacher education and supporting interns to meet the goal of becoming a professional educator. • Is a resource to discuss CSU policies and procedures regarding the field experience. • Will observe the intern’s teaching and help the intern improve teaching practices through feedback. • Ensures that theory and practice are linked. • Maintains coherence across clinical and academic components of preparation. • Is responsible for conducting seminars and collecting and grading assignments. • Shares accountability with Mentor and OFS to determine intern’s success. Interns should not be afraid to ask questions and seek assistance from the supervisor. If they have questions about their observation(s), they should schedule a conference with their supervisor as soon as possible. Instructor The Instructor: • For Field Experiences is listed on the syllabus. • Is faculty at the University. • Determines assignments for the experience. • Reports grades. • Should be notified if a conflict cannot be resolved between the Intern and the Mentor or Supervisor. • Ensures that theory and practice are linked. • Maintains coherence across clinical and academic components of preparation. • Shares accountability with supervisor and Mentor to determine intern’s success. Office of Field Services The Office of Field Services (OFS): • Is dedicated to supporting interns in the field of education. Office of Field Services Spring 2016 19 Is the primary link between the College of Education and Human Services (CEHS) and area schools and school districts. • Ensures that theory and practice are linked. • Maintains coherence across clinical and academic components of preparation. • Is responsible for assisting Cleveland State faculty and students with field experiences required for most students pursuing teacher licensure. • Supports supervisors and mentors in providing beneficial experiences to interns. • Mediates concerns arising from interns, supervisors, mentors, and school administrators. • Has the right to terminate an intern’s experience if an intern is not meeting expectations. • Offers support to help interns complete edTPA or Taskstream assignments. Interns should not hesitate to seek assistance from the OFS staff. The OFS staff has many resources and supports available to help the intern in pursuit of excellence in the classroom. •
First Mentor Contact 6. Getting Started Mentor teacher’s contact information will be sent with m atch information. Intern may contact Mentor by phone or email upon receipt of information. Intern needs to provide Mentor with personal contact information. Discuss with mentor the date and time of the first visit. First Visit to School to Meet Mentor Teacher Intern should: • Be on time! • Dress in a professional manner. • Be prepared with topics to discuss and/or questions to ask. • Give mentor the Mentor Packet given out at Orientation (if applicable) • Ensure the mentor teacher has the supervisor’s name and phone number • Introduce self to administrator(s) and office staff. • Take notes on any information provided for later review. • Keep the first visit brief, as mentor’s time to talk may be limited. The First Week This is the beginning of an exciting professional experience! During this week, obtaining valuable information, becoming familiar with the school and classroom environment, and getting to know the mentor teacher a nd s tudents are the keys to a successful start. Things to discuss with mentor: • Composition of class, including cultural backgrounds, learning styles, students with special needs including IEPs and 504 Plans. • CSU syllabus along with assignments and expectations. • Opportunities for joint planning and/or co-­‐teaching. • Time frame for submitting lesson plans to mentor for review before teaching. • Curriculum being used and/or current topics being covered in class. • Resources, academic supplies and/or other resources available for use. • Grading and evaluation policies and record-­‐keeping procedures. • Classroom management techniques and policies. • Procedures for parent contact and/or involvement. Office of Field Services Spring 2016 20 7. During the Experience Program and Subject-­‐Specific Syllabi •
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Interns receive a copy of the course specific syllabus at orientation. Each s yllabus identifies course outcomes and key requirements. The outcomes have been aligned to the Ohio Standards for the Teaching Profession, as well as InTasc and SPA specific Standards. Interns need to read the syllabus to gain an understanding of what is expected for a successful experience. Interns are to work with their Supervisors and Mentors to evaluate their progress toward meeting all of the course outcomes. Field Hours If there are any questions, interns, mentors, and supervisors should refer to O FS for modifications to the schedule. See syllabus for specific due dates and deadlines. Schedules Methods, R& S I, R&S II & R&S III Step 1,2, and CI Follow University schedule Spring break University’s Inclement Weather/ Emergency days Seminars/ Meetings Other Must reschedule to obtain required field hours Practicum, Internship I Apprentice Teaching I Follow placement site schedule May take both the site’s and the university’s Excused Absence Student Teacher, Internship II Apprentice Teaching II Seminars are required: teacher meetings are optional Seminars and teacher meetings are required With advanced permission, excused for NOTED Teacher Recruitment Fair and the CSU Recruitment Fair Follow placement site schedule Placement Site Excused Absence TaskStream (Portfolio) Teacher Education students will complete a Portfolio on-­‐line at Taskstream. The CSU portfolio will have the following characteristics: • The portfolio will contain documents that provide substantial evidence of your knowledge skills, and dispositions related to the CSU Outcomes. • The portfolio will contain only selected work identified by the faculty and by the candidates. • The portfolio will document professional growth by including work generated at all stages of the teacher preparation program. Students will use TaskStream (http//www.taskstream.com) to submit and manage their portfolios. The subscription for TaskStream may be paid for as a class lab fee or through the ESSC. Once the fee has been paid, a key code to activate the account will be received. The subscription must be current in order to submit to Taskstream and/or to have items graded. The CSU Portfolio Handbook contains further information on using TaskStream. Learning from Experience The goal of every field experience is to provide opportunities to connect educational theory with practice. To gain the most from this time interns can: Office of Field Services Spring 2016 21 v Observe other Teachers Often, observation, participation, and teaching are considered to be separate and distinct stages through which interns progress. In actuality, t hese t hree s tages c an occur s imultaneously t hroughout t he e xperience. Observation includes: 1. pre-­‐observation planning 2. purposeful attention during the observation 3. post-­‐observation reflection and discussion v Particular topics for observation may include: • A variety of teaching and assessment techniques • Classroom administrative procedures • Classroom management/conflict resolution techniques • Student/teacher and student/student interaction • Integration of instructional media and technology • Classroom climate • School service personnel (guidance counselors, administrators, librarians, other resource personnel.) • Learning Students’ names. v Learn about services available to support students and their families. o Possible Student Services: § Special Education Services § Response to Intervention § Counseling/Psychological Services § Health Services § Occupational/Speech therapy § Tutoring and/or Mentoring services § English Language Learners Supports § Extracurricular Opportunities § Free /Reduced Lunch § Post Secondary Enrollment Options Programs § Occupational Work Experience o Possible Family Supports: § 211 for Help § Lead Screening § Housing and/or HEAP services § Translation services § GED Services v Learn about resources and services available to support teachers o Curriculum Supports § Scope and Sequence § Supplemental texts § Online curriculum supports § Professional magazines/journals § Curriculum Specialists o Material Supports § Laminators § Copier § Binders § Ellis Machines Office of Field Services Spring 2016 22 o
§ Available teacher supplies (chart paper, markers, board borders etc.) Technology Supports § Computer/Lap top access § Smart Boards § Internet Access § Document Cameras § Cameras/recorders § Grading programs Responsibilities The list of duties interns perform will vary case b y case. However, there are some things all interns can do. See below for possible experiences. o In the Classroom: § Help Struggling students § Administer tests or quizzes § Grade class work/papers § Monitor center activities § Plan and deliver lessons § Assist during transition times o Outside the Classroom: § Lunch duty § Hall monitoring § Assist in Study hall monitoring § Photocopying § Preparing and putting up bulletin boards o Outside school hours § Planning lessons § Preparing instructional materials § Attend voluntary site functions, such as Math Night, Athletics, or Musical Concerts (However, interns should not fraternize with students outside of school hours.) § Completing University requirements Field Trips Interns are permitted and encouraged to attend class field trips scheduled within their work hours. Students must have a permission slip to attend which should be given to students by the mentor teacher. A licensed teacher must accompany the field trip. The intern is not allowed to leave school property with students without a licensed teacher for any reason. Meet Administrators or Other Building Professionals Interns should make an effort to become acquainted with other school personnel and their functions. Assist with Parent Contact o
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Final semester interns should attend Parent Teacher Conferences. Interns need to discuss with the mentor teacher, when and how they will contact parents. When appropriate, interns may communicate with parents through: newsletters, phone calls, letters home, work folders daily/weekly progress reports, or writing notes on student’s work. Office of Field Services Spring 2016 23 8. Lesson Planning Successful lessons are a direct result of effective, thorough planning. As beginning educators, interns are learning how to develop lesson plans that foster the kind of teaching outlined in the CSU Model of Teaching. See Need to Know section for more information on CSU Model of Teaching. Detailed lesson planning is an important skill for interns to develop because it forces them to think through their lessons. Interns may refer to The 10 Essential Questions for Student Interns When Planning Lessons and Lesson Plan Assessment Checklist to assess their plans. Intern’s lesson plans: • Follow the outline provided by program area or class. • Need to be detailed. • Need to be turned into Mentor and/or Supervisor 48 hours before Intern is to teach. • Provide evidence to the mentor and supervisor that the intern is well prepared to teach the lesson. • Are required for an intern to be permitted to teach. • Need to use behavioral objectives aligned to the appropriate education standard and as the basis for “I can” statements. • Include assessments, which allow for students to show mastery of lesson objective. • Are, generally more detailed than those used by mentor teachers. • Contain time frames, materials, both formative and summative assessment procedures, and differentiation strategies. • Are written by the Intern with support from the mentor(s). Saying Good-­‐Bye 9. Completing the Experience After spending a significant amount of time with the students, it benefits all to have some type of closing activity. Discuss with the mentor a way to say goodbye to the students. This can take a variety of forms depending on type of experience and age of students. Also remember to send a written good-­‐bye to the mentor and thank them for their time and commitment to the experience. This is best if it includes written thank you notes to the mentor and other teachers/staff who may have helped in the experience. Closing Tasks As the experience draws to a close: • Remove all personal items from classroom and return any loaned materials to the owner. • Send a letter to the parents, to inform them the experience has come to a close. • Ask Mentor for permission to use them as a Professional Reference. If yes, ask them to write a letter of reference for your files and ask permission to include their contact information on applications, which include phone and/or on-­‐line reference checks. Applying for Licensure The Education Student Service Center (ESSC) processes Teacher Licensure Applications. The ESSC is available to help students and answer questions about this process. • Teacher Licensure Applications are completed online through the Ohio Department of Education website • All final grades should be posted to transcript before applying online for license. Office of Field Services Spring 2016 24 •
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Update name and address with CSU’s ESSC, if name or address cited on online license application is not the same as CSU records. Application payment is made online. Only after payment will CSU will receive the application Applications are processed by CSU ESSC if: All required test scores are on file with CSU’s Education Advising Office (ESSC). All TaskStream assessments are submitted and approved Office of Field Services Spring 2016 25 The Mentor 1 2 3 4 5 6 7
Mentor Qualifications Mentor Identification Process Types of Field Experiences Getting Started During the Experience Completing the Experience OFS Observation and Triad Conferences
1. Mentor Qualifications What makes a good Mentor The Office of Field Services seeks quality mentors who are dedicated to the teaching field as well as to shaping the future of education. Assisting a student intern is a challenging yet rewarding experience that positively impacts one’s own teaching skills. Quality mentors are those teachers who: • Model best practices • Communicate clearly and effectively • Look for opportunities to co-­‐plan and co-­‐teach • Provide supportive yet honest feedback • Accept training for mentoring • Can relinquish control of the classroom • Ensures that theory and practice are linked. • Maintains coherence across clinical and academic components of preparation. Teachers who agree to serve as mentors to our students must be prepared to: • Welcome and orient the student to the classroom • Be patient as the student learns the routines and expectations • Provide time to meet with the intern to plan and provide feedback • Share resources and materials • Remain available at all times, even as the intern begins to take on independent teaching • Complete all formal observations (electronically) and evaluations as required by CSU • Hold the student accountable while providing high levels of support • Communicate regularly about the student’s progress and meet at least three times during the semester with the University supervisor Mentor Qualifications Methods, R& S I, R&S II & R&S III Step 1,2, and CI Licensed teacher At least one year of teaching experience Practicum, Internship I Apprentice Teaching I Student Teacher, Internship II Apprentice Teaching II Licensed teacher At least three years of teaching experience including as least one year in the student’s licensure area. Licensed teacher At least three years of teaching experience including as least one year in the student’s licensure area. Office of Field Services Spring 2016 26 2. Mentor Identification Process OFS placement coordinator works with School placement coordinators to place students with willing mentors. Students are discouraged from contacting schools directly to request placement. Conflict of Interest to be aware of include: • Interns may not Complete an experience in the high school intern attended (under 10 years from graduation date) • Interns cannot be placed in a school where family/friend works or attends • Placement cannot be completed where the intern is employed. Information regarding confirmed matches is communicated to students at the end of the semester prior to the start of their internships. Match information will include Contact information for schools and mentor teachers. Students are then encouraged to contact their mentor teachers. Mentor Orientation Mentor Teachers are encouraged to attend one of the Mentor Orientations held at the beginning of the fall and spring semester. These Orientations are meant to support the Mentors while reviewing changes in policies, requirements and/or forms. They are offered at various times and places. 3. Types of Field Experiences Types of Experiences When an intern is experiencing his/her first lengthy experience in the classroom he/she will need a lot of support in developing, writing, implementing, and evaluating lessons. These Mentors should expect to engage in significant time co-­‐planning and co-­‐teaching in advance of the intern doing independent teaching. He/she will also need strong guidance with issues such as classroom organization and management, assessment, and pacing. Even in a final placement, our interns are depending on the mentor’s guidance and wisdom. Some students do not have a prior experience, student teaching, Internship II or Apprentice Teaching II may be the first opportunity the student has had to spend significant time in a “real” classroom. Mentor teachers have the opportunity to model effective practices and coach future teachers, as well as refine and strengthen their own teaching skills. It is a growth opportunity for both the Interns and the Mentors. The following chart details some of the differences between types of experiences, including schedule, intern expectations, and mentor responsibilities. See previous sections in the Handbook for further information. Office of Field Services Spring 2016 27 Methods, R& S I, R&S II & R&S III Step 1,2, and CI Have a required number of hours determined by class syllabus. Student and Mentor work out a mutually agreed on plan. Practicum, Internship I Apprentice Teaching I Generally, 4 hours a day, for 4 mornings per week (M-­‐TH) for the entire semester. Should include 12 hours instructional time and 3-­‐4 hours planning time. 5 seminars usually held on Friday mornings. *ATI completes 80 hours total for the semester Intern Experiences and responsibilities are outlined in the class syllabus. Observe and assist with individual and small group instruction. Engage in extensive co-­‐planning and co-­‐teaching with mentor teacher, then independent lesson and unit planning leading up to extended period of independent teaching time. Important to have time between teaching experiences for reflection. Mentor Varies by Syllabus Models effective instructional practices, offers orientation to the classroom, engages in extensive co-­‐planning and co-­‐teaching, provides materials and advice for intern’s lesson plans, observes intern, and facilitates reflection on experience. Schedule Number of See Syllabus Formal Observations Grade Receive letter grade, given by University Professor based on supervisor and mentor observations/evaluations, syllabus assignments, and portfolio. 2 by Mentor 3-­‐4 by CSU Supervisor except ATI Student receives a letter grade, given by University Supervisor, based on supervisor and mentor observations/evaluations, syllabus assignments, and portfolio. Students in practicum must receive a grade of B or higher to move on to student teaching. Office of Field Services Spring 2016 Student Teacher, Internship II Apprentice Teaching II 5 full days per week over 15 weeks, (12 weeks for AT2) following same schedule and time obligations as mentor teachers. 5 seminars with advance notice given. Intern expected to attend parent-­‐teacher conferences, faculty meetings, Open Houses, etc. Brief period of observation with steady increase of responsibilities. Intern bears full load of mentor teacher responsibilities for approximately 10 weeks. Intern gains experience creating and grading assignments. Mentor continues to provide feedback and encourage reflections. Models effective instructional practices, offers orientation to the classroom, provides materials and advice for intern’s lesson plans, fosters intern’s independent teaching with minimal co-­‐
teaching, observes intern and facilitates reflection on experience. 2 by Mentor 6 by CSU Supervisor except ATII Student receives a grade of “Satisfactory” or “Unsatisfactory,” given by University supervisor, based on supervisor and mentor observations/evaluations, syllabus assignments, and portfolio. Must earn “Satisfactory” to pass. 28 4. Getting Started Mentor teachers are encouraged to prepare the class for the arrival of the intern and to explain the purpose of the internship. It is helpful to refer to the intern as a fellow teacher and describe expectations for the students while the intern is in the classroom. The mentor teacher provides the intern with a complete orientation to the school and classroom. If possible, it is helpful to meet with the intern prior to the start of the internship. At the first meeting, please provide the following information: v Mentor Teacher Information including • How Intern is to address mentor. • Contact information: preferred phone number and email address and appropriate times for contact outside of school hours. • Arrival and departure times of mentor. • Full-­‐day Interns are required to follow the contractual hours of the Mentor teacher • Half Day Interns are required to have 4 hours of actual instructional/planning time • Expectations for the intern to communicate absence or tardiness. • What mentor hopes to offer and gain from mentoring an intern. v Building Information including: • Parking rules • Sign-­‐in and sign-­‐out procedures • School calendar (provide copy) • Names and introductions to key staff in building: Administrator(s), Office Secretaries, Custodians, Classroom aides, Teachers on team, Other staff members • Location of important facilities: school office, Staff and student restrooms, Teacher’s lounge, Media resource center, Copier/Production room, Nurse’s office • Policies/procedures regarding: Copier use, Fire/tornado drills, Other Emergency drills, Lockdowns, Staff dress codes v Classroom Information: •Storage area for personal items and workspace in classroom •Location use of teaching materials/manuals and course of study •Policy/consent forms for photographing or videotaping students •Procedures/policy for collecting/copying teacher resource materials •Daily classroom teaching schedule •Class roster(s) •Classroom management system used •Seating chart, if available •Any preparation required of intern prior to first day with students The First Week
This is the beginning of an exciting professional experience for the intern! During this week, the intern is becoming familiar with the school and classroom environment, and getting to know the mentor all of which is key to a successful beginning. The intern should give the mentor, the Mentor Teacher Packet he/she received at the OFS intern orientation. Please note, the intern’s supervisor’s name and phone number, appear on the label on the front of the packet. This packet contains important items for mentor and intern, including contact information for OFS. Mentors are encouraged to contact OFS with Office of Field Services Spring 2016 29 any questions regarding forms, mentor agreements, etc. Questions about the experience itself are best addressed to the university supervisor. Promptly complete the Mentor Data Form included in the packet and return by fax, email or mail to the OFS office. (OFS contact information is located in the front of Handbook). This form provides information required by CAEP and allows OFS to process mentoring agreements. Complete instructions are available on the form. Expect the intern’s university supervisor to stop into your classroom during the first week of the semester to introduce himself/herself and to be sure that things are starting well. Please be sure to exchange contact information at this first visit. It is vital that each have the other person’s email address in order to share formal observations of the intern via email. If student’s supervisor has not made contact by the end of the second week, please contact OFS immediately. Discussion Points for the First week: • CSU Class Syllabus with requirements for Intern assignments. • Composition of class, including cultural backgrounds, learning styles, and student special needs (including any IEP or 504 requirements) • Procedures and policies for parent contact and involvement • Grading and evaluation policies and record-­‐keeping procedures With guidance, the intern should accomplish the following tasks during the first week: • Learn student names and become acquainted with them • Write and distribute a letter of introduction to students’ parents • Become familiar with school guidelines and assure parental permission for video taping • Gather information about long-­‐range and unit plans in current use • Offer to assist as needed with individual or small group lesson reinforcement • Become acquainted with resources, academic supplies, and other materials which aid instruction 5. During the Experience Professionalism By acting as the student’s Role Model, Mentors are asked to support the Interns transition from student to professional teacher. Understanding what is to be expected of them when they have their own classroom is one of the most important aspects of the field experience. Please see The Intern for more information on the Professional Dispositions. Attendance and Punctuality Policies Please see the attendance policies under The Intern. Note: Interns may not make changes in the daily schedule without prior approval from: (1) the mentor teacher; (2) the University supervisor; and (3) a Program Coordinator in the Office of Field Services. It is not acceptable to drastically adjust their schedules to meet the hour requirement for the week. For example, students required to attend four mornings per week for approximately 16 hours a week may not instead attend two full days a week. Contact the student’s supervisor and OFS with questions about the schedule. Lesson Planning The Requirements for Lesson planning will vary depending on the Intern’s program of study and field experience level. All interns however are required to have a written plan before being allowed to teach. Interns need the support which comes from planning collaboratively with Office of Field Services Spring 2016 30 the mentor and benefit from time to review lessons with the mentor before teaching. Detailed lesson planning is an important skill for interns to develop because it forces them to think through their lessons. Mentor support is imperative for Interns to be successful in planning and carrying out a plan. Points to clarify with the intern include: • The procedures and schedule to follow for joint lesson planning. • Schedule for lesson plan submission and review. (Many Supervisors require submission of lesson plans at least 48 hours in advance of teaching a lesson.) • How intern is to submit lesson plans prior to teaching. (Students are required to email lessons to mentor teachers and supervisors; be sure to tell the student if a hard copy is also needed) • Allow enough time for review, feedback and editing prior to the implementation of the lesson. • Intern’s lesson Plans are required to be more detailed than that generally used by the Mentor teacher. See The Intern: Lesson Planning for more details. Supporting the Intern The field experience is a time of learning for the Intern. Several suggested topics for intern exploration are listed under the Role of the Intern. Mentors can encourage learning and exploration in these and other areas. Mentors are encouraged to share their own learning experiences with Interns and to support the Interns own professional growth through opportunities to observe, co-­‐plan, co-­‐teach, and/or take over the class. Mentors are asked to share their expertise with: • Using Academic Content Standards and Common Core • Using student data to inform practice • Effective Methods for instruction of students with Dyslexia • Collecting evidence of teaching practices • Ohio Teacher Evaluation System (OTES) • Resident Educator Licensure process (RESA) • Value-­‐Added Progress Dimension • Ohio Standards for the Teaching Profession (OSTP) • School Operating Standards • Professional Development Standards Observation While mentor teachers are required to do a limited number of formal observations* of the intern, on-­‐going feedback and reflection is needed for the intern to experience the most growth. Mentor teachers are asked to observe the Intern on a regular basis and help the Intern reflect on ways to improve practice. Interns also gain greatly when mentors are willing to share their own time of self-­‐reflection and revisions with the Intern. Experiencing a Mentor teach, reflect, revise and reteach is a valuable learning opportunity for an intern. *See below for How to complete the formal OFS Observations. Concerns with Interns Interns are guests in the classroom. When concerns arise in the field, OFS guides the decision making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility. Please see the Arbitration Process for more details on how concerns are handled. Office of Field Services Spring 2016 31 Liability Cleveland State University is not liable for any consequences due to interns’ inappropriate actions or negligence. As the teacher of record, the mentor teacher maintains full responsibility for the safety of the P re-­‐K-­‐12 students at all times. Mentors or another licensed teacher should always be available to the intern if the intern encounters situations he/she cannot control. Please see The Intern for more details. Substituting Interns do not have the protection from liability that the mentor teacher has. Interns may not serve as a substitute teacher and may not take children off the school grounds unless accompanied by a licensed teacher as part of a school-­‐sanctioned event. Please see The Intern for more details. Saying Good-­‐Bye 6. Completing the Experience The intern has spent a significant amount of time with these students and it benefits all to have some type of closing activity. Discuss a way for the intern and the students to say goodbye to each other. This can take a variety of forms depending on type of experience and age of students.
Closing Tasks As the intern’s experience draws to a close, there are several things a mentor is asked to complete: • Participate in a final triad conference with the student intern and the supervisor to discuss the student’s growth and future goals. • Complete the Field Experience Record Form and submit to the University supervisor. Supervisor will also sign and return form to OFS. • Write a letter of recommendation for intern, providing a copy to the student in advance of his/her final day. A letter of completion can be substituted for Interns not meeting Mentor’s standards. • Collect any materials loaned to the intern and assure intern removes all personal items from classroom. • Complete the online evaluation of the OFS office and of the university supervisor worked with during this experience. 7. OFS Observations and Triad Conferences Observation Information Mentor teachers who have a student for the entire semester are required to complete two formal observations. Mentor teachers who have a student only half the semester (or share a student with another mentor) are required to complete one formal observation. OFS uses an electronic process for completing and storing formal observations. All observation and evaluation materials must be completed and submitted electronically to the student and supervisor via email. CSU supervisors will maintain an electronic folder containing all observation and evaluation materials from interns and mentors. The supervisor is responsible for submitting all electronic observation records to OFS at the end of the semester. Office of Field Services Spring 2016 32 Timeline Please note that this is a suggested timeline. Confirm appropriate dates for observations and triad conferences with intern’s CSU supervisor. Week Practicum, Internship I Student Teacher, Internship II Apprentice Teaching II Apprentice Teaching I 2 Supervisor Observation 1 3 Supervisor Observation 1 Mentor Observation 1 4 Mentor Observation 1 Supervisor Observation 2 6 Supervisor Observation 2 Supervisor Observation 3 7 Midterm triads held by the end of Midterm triads held by the end of week 8 week 8 8 Supervisor Observation 4 9 Supervisor Observation 3 Mentor Observation 2, 10 Mentor Observation 2 Supervisor Observation 5 11 12 Supervisor Observation 4 13 Supervisor Observation 6 15 Final triads completed Completing an Observation Directions for completing the observation process are outlined below. The CSU Supervisor can give more specific directions for completing an observation. Step 1: Locate and become familiar with the OFS Observation Form. This form is emailed at beginning of semester. It can also be found in the Mentor Packet or a copy can be received from the University Supervisor. Step 2: Intern submits (email and/or hard copy) a completed Lesson Plan to mentor 48 hours prior to the day of the lesson. (This lesson plan should also be submitted to University Supervisor) (See The Intern: Lesson Planning section for more details) Step 3: Observe the intern teach. Take notes, script classroom conversations, and/or collect other kinds of data to address the items on the observation form. This data should identify the intern’s strengths as well as recommendations for improvement. Look for and record evidence to support scores given under the Standards for the Teaching Profession 1-­‐7. Record Acceptable/Unacceptable scores under the Dispositions; identify evidence for any unacceptable scores. Step 4: Hold a Post-­‐Observation Conference. Ideally, this conference occurs immediately following the observation or as soon after as possible. Encourage the intern to reflect on the lesson using the questions on the Post-­‐Observation Reflection Form to structure the conversation. Ask the intern to share his/her own reactions and justify reflections using evidence from the lesson. The observer should share information from the observation to discuss strengths and areas for growth, with specific evidence from the lesson. Together, the observer and the intern set a Growth Goal for subsequent observations and identify specific supports the mentor can provide the intern to support that growth. Step 5: Intern completes the Post-­‐Observation Reflection Form and submits it to the Mentor and CSU Supervisor. Office of Field Services Spring 2016 33 Step 6: On a computer, type up the Intern OFS Observation Form and submit electronically (ex: attach to email) completed Form to the CSU Supervisor and Intern. Step 7: CSU Supervisor will review the completed OFS Observation Form and Intern’s completed Post-­‐Observation Reflection Form and submit both to OFS. Triad conferences Two Triad Conferences are held during the semester. The 7-­‐week Triad is held at the midpoint of the semester while the 15-­‐week Triad is held at the end of the semester. This is an opportunity for the intern, mentor, and supervisor to sit down and assess the intern’s progress, therefore it is strongly urged that both the Mentor and Supervisor complete observations to familiarize themselves with the Intern’s practice before completing either the 7-­‐week or 15-­‐
week sections of the OFS Intern Field Experience Record and Evaluation Form. This form, on NCR paper, is provided in your mentor packet. You will use the formal observation(s) you have completed to give scores in the specific Domain areas. There are also areas where you can report any absences/tardies, missing/late assignments, and weak or unacceptable assignments. Space is provided to note strengths and goals for the second half of the semester (at the 7-­‐week) or areas for continuous professional growth (at the 15-­‐week). Following the Triad, each participant will sign both the supervisor’s copy and the mentor’s copy of the form. The supervisor and the mentor keep their forms at the mid-­‐term meeting. The supervisor will collect the mentor’s copy at the final triad meeting to submit to OFS office. A Copy is also provided to the intern at the 15-­‐week triad. Office of Field Services Spring 2016 34 The Supervisor 1. 2. 3. 4. 5. 6. 7. 8. General Information Attendance Academics Getting Started During The Experience OFS Observations and Triad Conferences Duties Completing the Experience The Supervisor is an employee of the University, which has expertise in the program area he/she is supervising. Supervisors are the connection between OFS and the intern and/or mentor and are available for support to both. Supervisors act as a resource to discuss CSU policies and procedures regarding field experience. Supervisor Orientation 1. General Information Supervisors are expected to attend the Supervisor Orientation held at the beginning of each semester. These Orientations are meant to support the supervisor while reviewing college updates as well as, changes in policies, requirements and/or forms. Supervisor Meetings Supervisors are encouraged to attend the Supervisor Meetings held mid-­‐semester and at the end of the semester. These meetings are a chance for supervisors to network and discuss issues in the field. Many important topics are covered at these meetings including: • Data effecting our work • Using data to inform practice • Schedule changes • College updates • National trends in the field • Concerns and Celebrations from the field. • Paper work exchange Identification CSU supervisors and students are required to wear identification at all times in the school or school district. The Office of Field Services provides CSU lanyards designed to hold the C SU ID Card. Supervisors are also issued a nametag. Professionalism The student’s Supervisor is asked to support the Intern’s transition from student to professional teacher. Guiding Interns as they negotiate the school culture is an important aspect of the field experience. Being a role model of the Professional Dispositions expected of students is crucial. The supervisor provides the scaffolding for the intern’s professional growth. Please see The Intern for more information on the Professional Dispositions. Confidentiality Supervisors are to follow the confidentiality rules of the University and sign a confidentiality agreement. It is imperative to respect interns, students, families, and school personnel’s Office of Field Services Spring 2016 35 confidentiality. Supervisors and Interns are expected to maintain confidentiality in seminar discussions. While interns may have questions and want to discuss experiences, it is best to avoid judgment or criticism. Supervisors may discuss concerns they have with interns or school personnel with OFS personnel in a confidential setting. 2. Attendance Attendance and Punctuality Policies The supervisor is a role model for the Intern and a representative for the Office of Field services. Supervisors are expected to present themselves in a professional manner at all times. The Work Ethic Professional Dispositions speak directly to the importance of arriving on time and being well prepared to complete the task at hand. In order to model this for interns the supervisor is expected to: Punctuality Attendance Arrive on time Include enough time to sign-­‐in and out at office Enter room before lesson starts Notify school if going to be late Start and End Seminars on time Schedule visits with Mentor/Intern Arrive on scheduled days Notify intern and school if unable to attend Schedule seminars Arrange a sub for seminars you can not attend Monitoring Students’ attendance The supervisor is to check the intern’s attendance log at each site visit and report any concerns with attendance or punctuality to OFS. Please assure intern is signing in and out at the school each day. The supervisor will collect the student’s attendance log at the end of the semester and turn it into OFS. For further information, Please see the attendance policies under The Intern and The Mentor. Academic Integrity 3. Academics While interns are in the field, they are entitled to all rights and bound by all responsibilities outlined in the CSU Code of Student Conduct. This includes academic integrity. Any work submitted for grading (e.g. lesson plans, reflections, assessments, portfolio artifacts) must be interns’ own work. If a supervisor suspects an intern of plagiarizing, they will follow the procedures outlined in the Academic Misconduct Policy. Academic Requirements and Deadlines All assignments outlined in syllabi should be turned in to supervisor on the date indicated (this includes assignments that need to be submitted to Taskstream). Supervisors are responsible for grading Intern’s work and returning it to intern in a timely manner. Supervisors should address their questions about assignments to OFS. Concerns with Interns Interns are guest in the Mentor’s classroom. When concerns arise in the field, OFS guides the decision making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility. If a concern arises with an intern, supervisors are to do due diligence by: First: speak to all parties involved to verify and specify the concern Second: gather evidence and documentation pertaining to concern Third: notify the OFS Director. Forth: conduct a Level 1 Action Conference with the Intern and Mentor teacher to create a SMART goal intern. Office of Field Services Spring 2016 36 Level 1: Action conference is the first step in the Arbitration process and is held by the supervisor or the instructor of record. § The main objective of the action conference is to create a SMART* goal to scaffold intern success. § Supervisor, mentor, and intern will work together to develop a written action plan. § See supervisor packet for • Action Conference Record • Sample Action Conference Objectives for the Dispositions. § Submit copy of plan along with any and all evidence to OFS. Please see the Arbitration Process for more details on how concerns are handled *Smart goals can be defined as: S: Specific; M: Measurable; A: Attainable; R: Relevant; T: Time bound 4. Getting Started Introducing Self to the Intern Interns will be introduced to their supervisors at the Intern Orientation. At that time the supervisor: • Exchanges contact information: preferred phone number and email address and appropriate times for contact outside of school hours. • Discusses when the supervisor will make the first visit to the school • Discuss dates for seminars The First Week This is the beginning of an exciting professional experience for the intern! During this week, the intern is becoming familiar with the school and classroom environment, and getting to know the mentor. The supervisor visits this first week to: • Introduce self to Mentor and School Personnel. • Exchange contact information with Mentor. • Assure Mentor receives the Mentor Packet from the Intern. • Answer questions from Mentor and/or Intern. • Review responsibilities, roles, and expectations 5. During the Experience Program and Subject Specific Syllabi • Supervisors receive a copy of the course syllabus at the orientation in their supervisor packet. • Each syllabus identifies course outcomes and key requirements. • Supervisors need to read the syllabus to gain an understanding of what is expected from the intern in the field. • Supervisors are responsible for addressing the assignments listed on the syllabus and TaskStream. • Supervisors may not revise or disregard an assignment on the syllabus or TaskStream TaskStream Supervisors are to familiarize themselves with all TaskStream assignments for their interns. Supervisors are to review available rubrics for each assignment in order to support the intern’s success with completion of assignments. See The Intern for more information. Office of Field Services Spring 2016 37 Supporting the Intern The field experience is a time of learning for the Intern. Several suggested topics for intern exploration are listed under The Intern. Supervisors can encourage the mentor to support the Interns’ learning and exploration in these and other areas. Supervisors are encouraged to share their own experiences with Interns if it supports the Interns professional growth. Supervisors also support the Intern through: • Providing guidance to the interns through regular visitations to observe them teach. • Holding conferences with interns and their mentor teachers. • Use of Coaching Prompts and Critical Questioning. • Introducing the Co-­‐Teaching Lesson Plan. • Supporting interns Growth Mind-­‐set. • Working with mentor teachers and their interns on planning, delivering, and evaluating instruction. • Conducting seminars. • Helping to resolve problems affecting the Intern/learning situation. • Reviewing progress with mentor teachers. • Providing a midterm progress report with concrete suggestions for improvement. • Serving as a liaison between cooperating school personnel and OFS. • Keeping the OFS Program Coordinator informed of major Intern problems that develop during the semester, and help in the arbitration process when necessary. • Inform students of available resources, such as: • OFS Smart board, which may be used for practice. • Availability of Video equipment to complete assignments • Curriculum Center at Library as well as the Writing Center • Where and how to find relevant research for assignments Lesson Planning Please see the policies for lesson planning under both The Intern and The Mentor. Supervisors will discuss with Interns when and how they wish to have lesson plans completed. Interns are to turn in lesson plans to supervisor a minimum of 48 hours before teaching. Supervisor is to review the lesson plan and contact Intern with any concerns and/or needed revisions. Supervisors may refer to The 10 Essential Questions for Student Interns When Planning Lessons and Lesson Plan Assessment Checklist to provide focused feedback to Interns. Interns are not permitted to teach without a written plan. Any concerns about Interns’ ability to complete lesson plans need to be reported to OFS immediately.
6. OFS Observations and Triad Conferences Observation Information Supervisors are required to complete formal observations. The number of Observations is determined by the program area and type of field experience of Intern. OFS uses an electronic process for completing and storing formal observations. Supervisors are to complete the OFS Observation form and submit a copy to the intern. This is usually done through email. CSU supervisors will also maintain an electronic folder containing all observation and evaluation materials from interns, mentors and themselves. The supervisor is responsible for submitting all electronic observation records to OFS at the end of the semester. Please note that files should be saved in Microsoft Word or Rich Text Format. Office of Field Services Spring 2016 38 Timeline Please note that this is a suggested timeline. CSU supervisor will set appropriate dates for observations and triad conferences with intern. Week Practicum, Internship I Student Teacher, Internship II Apprentice Teaching II Apprentice Teaching I 1 Check in with Intern (visit, email or phone call) 2 Seminar 1 Seminar 1 Supervisor Observation 1 3 Supervisor Observation 1 Mentor Observation 1 4 Mentor Observation 1 Supervisor Observation 2 5 Seminar 2 Seminar 2 6 Supervisor Observation 2 Supervisor Observation 3 7 Midterm triads held by the end of Midterm triads held by the end of week 8 week 8 Seminar 3-­‐-­‐ 8 Seminar 3 Supervisor Observation 4 9 Supervisor Observation 3 Mentor Observation 2, Seminar 4 10 Mentor Observation 2 Seminar 4 Supervisor Observation 5 11 12 Supervisor Observation 4 13 Seminar 5 Seminar 5 Supervisor Observation 6 14 15 Final triads completed Completing an Observation Directions for completing the observation process are outlined below. OFS can give more specific directions for completing an observation. Step 1: Locate and become familiar with the OFS Observation Form. This form is emailed at beginning of semester. It can also be found in the Supervisor Packet or a copy can be received from OFS. Step 2: Intern submits (email and/or hard copy) a completed Lesson Plan to supervisor and mentor 48 hours prior to the day of the lesson. (See The Role of the Intern: Lesson Planning section for more details) Step 3: Observe the intern teach. Take notes, script classroom conversations, and/or collect other kinds of data to address the items on the observation form. This data should identify the intern’s strengths as well as recommendations for improvement. Look for and record evidence to support scores given under the Standards for the Teaching Profession 1-­‐7. Record Acceptable/Unacceptable scores under the Dispositions; identify evidence for any unacceptable scores. Step 4: Hold a Post-­‐Observation Conference. Ideally, this conference occurs immediately following the observation or as soon after as possible. Encourage the intern to reflect on the lesson using the questions on the Post-­‐Observation Reflection Form to structure the conversation. Ask the intern to share his/her own reactions and justify reflections using evidence from the lesson. The observer should share information from the observation to discuss strengths and areas for growth, with specific evidence from the lesson. Together, the observer and the intern set a Growth Goal for subsequent observations and identify specific supports the supervisor and/or mentor can provide the intern to support that growth. Step 5: Intern completes the Post-­‐Observation Reflection Form and submits it to the CSU Supervisor. Office of Field Services Spring 2016 39 Step 6: On a computer, type up the Intern OFS Observation Form and submit electronically (ex: attach to email) completed Form to the Intern. Step 7: Review the Intern’s completed Post-­‐Observation Reflection Form and save in order to submit both completed OFS Observation Form and completed Post-­‐Observation Reflection to OFS at the end of the semester. Triad conferences Two Triad Conferences are held during the semester. The 7-­‐week Triad is held at the midpoint of the semester while the 15-­‐week Triad is held at the end of the semester. This is an opportunity for the intern, mentor, and supervisor to sit down and assess the intern’s progress, therefore it is strongly urged that both the Mentor and Supervisor complete observations to familiarize themselves with the Intern’s practice before completing either the 7-­‐week or 15-­‐
week sections of the OFS Intern Field Experience Record and Evaluation Form. Mentor and Supervisor should complete this form before the conference time. The Supervisor collects the Triad forms from the Mentor at the end of the 15-­‐week triad and will hand in both the Mentor and Supervisor’s forms to OFS at the end of the semester. Seminars 7. Duties The purpose of seminar is to allow interns the opportunity to discuss and obtain feedback on the high and low points of their experiences as they attempt to move from theory into practice. This feedback is seen as highly valuable and in many cases validating for the intern.. A minimum of one seminar session is to be held in the OFS classroom, Julka Hall 187. This space must be reserved through OFS. Some do and don’ts for running a seminar are listed below. DO DON’T Take attendance at each seminar It is Allow interns to miss seminar with out making mandatory for interns to attend seminars it up. (excused absences only) Allow interns to steer the conversations and Allow an intern or group of interns to discussions dominate the seminar Establish a safe and productive atmosphere Assign readings or homework outside this curriculum guide or the course syllabus Clarify interns’ concerns regarding college Change college or university policies based on policies and deadlines personal preferences Encourage risk taking Allow non-­‐participation Offer interns the opportunity to discuss their Lecture or dominate discussions frustrations and success stories and recognize their discussions as part of the learning process Have interns complete one TaskStream Have interns complete two separate portfolios portfolio for the semester which serves as both their college outcomes portfolio and their employment portfolio (in final semester) Encourage differentiated reflection on Insist every intern complete reflection work in teaching practices the same way. Inform OFS of any potential concerns about Dismiss interns’ complaints or venting as Seminar in a timely fashion inexperience or immaturity Provide interns with examples of standards-­‐ Encourage interns to use a non-­‐compatible based, lesson plans lesson plan format Invite interns to share classroom materials Show movies/videos, except for brief, relevant and TaskStream/edTPA artifacts clips. Supervisors are asked to share their expertise during seminar with: • Using Academic Content Standards and Common Core Office of Field Services Spring 2016 40 •
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Using student data to inform practice Effective Methods for instruction of students with Dyslexia Collecting evidence of teaching practices Ohio Teacher Evaluation System (OTES) Resident Educator Licensure process (RESA) Value-­‐Added Progress Dimension Ohio Standards for the Teaching Profession (OSTP) School Operating Standards Professional Development Standards Completing edTPA and TaskStream assignments Completing Ohio Licensure Testing requirements and on-­‐line Licensure application Closing Tasks 8. Completing the Experience As the intern’s experience draws to a close, there are several things a supervisor is asked to complete: § Participate in a final triad conference with the student intern and the Mentor to discuss the student’s growth and future goals. • Complete the Field Experience Record Form and submit to the University supervisor. Supervisor will also sign and return form to OFS. • Write a letter of recommendation for intern, providing a copy to the student in advance of his/her final day. A letter of completion can be substituted for Interns not meeting Supervisor’s standards. • Complete Final Evaluation of Intern, Mentor, Field Site, and OFS. • Return all required paper work to OFS • Intern’s time sheet • Seminar Sign-­‐in sheet • Mentor and Supervisor Triad forms • Final Supervisor Evaluation • Supervisor Final Checklist (Grade Sheet) • OAE/Pearson exam scores Office of Field Services Spring 2016 41 1 2 3 4 Office of Field Services Professional Dispositions Career Services Intern Supports Concerns with the Intern The staff of OFS is committed to assuring Cleveland State Students and interns have educative experiences that will aid them in their development into highly skilled educators. OFS is committed to quality customer care for the students and interns we serve as well as the schools and Mentors whom except our interns and most of all for the students who will be taught by our interns. OFS is driven by the latest research data and national trends to inform its work and policies and to prepare students for the workforce. åOFS acts as the liaison between CSU community partners, stakeholders, and faculty, sharing up to date information on edTPA, teaching standards and teacher evaluation. OFS aligns intern assignments with Ohio’s Teacher Standards, to enable a smooth transition from Intern to Professional as well as edTPA to Resident Educator Summative Assessment. 1. Professional Dispositions Field experience is different than any other type of class. The major responsibility of OFS to the intern during a field experience is to give dispositional feedback. See dispositions in The Intern. The obtainment of professional dispositions is not measured in a traditional college class setting. The field experience gives faculty and supervisors the opportunity to see the intern “at work” thus allowing the scaffolding of intern’s acquisition of these skills. Acquiring these skills is imperative for a student wishing to obtain employment in a school district. 2. Career Services OFS helps to smooth the transition from student to professional not only with dispositions but also through career services such as: • Connections to career services • Networking and/or interviewing opportunities • Job fairs • On-­‐line application process • CSU career day 3. Intern Supports OFS advocates for interns’ varied needs during the field experiences. OFS works to maintain intern’s access to: • Computer labs i • edTPA resource materials • TaskStream support • CSU Curriculum library • Practice Classroom complete with smart board • Video equipment 4. Concerns with the Intern Interns are guest in the Mentor’s classroom. When concerns arise in the field, OFS guides the decision making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility. If a concern arises with an intern OFS will act as an arbitrating body to assure all parties concerned are provided due diligence. See Arbitration Policies for more information. Office of Field Services Spring 2016 42 Arbitration Policies When concerns arise in the field, OFS guides the decision making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility. During the arbitration process, OFS will use a variety of indicators of quality to coach the intern in best practice or to determine level of negligence. All documentation from concerns will be kept in a locked drawer in coordinator’s office during active semesters and then filed in student file in OFS. • Sources of evidence include: • Emails • Lesson plans • Observations • Phone scripts • Texts • Site visits • Evidence is processed through appropriate tools including: • Lesson plan checklist • Disposition checklist • Syllabi • Handbook The Arbitration Process can follow one of 2 paths. Path 1: Supervisor or Mentor raises a concern regarding intern performance in the classroom. If evidence gathered in the arbitration process indicates that children’s learning or safety is at risk, the process may rapidly escalate to a level 3 concern possibly involving the OFS Director. Level 1: Action conference is held by the supervisor or the instructor of record. § The main objective of the action conference is to create a SMART goal to scaffold intern success. § Supervisor, mentor, and intern will work together to develop an action plan. Level 2: Mediation Conference is held by an OFS Program Coordinator § A violation of the action plan in level 1 or evidence indicating that children’s learning or safety is at risk may result in a level 2 conference. § The main objective of the mediation conference is to scaffold intern success and create a level 2 action plan. § Once concern is expressed (from intern, supervisor, or mentor) OFS investigates by visiting the site and if appropriate observing an intern lesson. § A second coordinator or the supervisor will serve as a scribe for the concern conference. Level 3 Concern Conference: is held by the OFS director § A violation of the level 2 action plan or evidence indicating that children’s learning or safety is at risk may result in a level 3 conference. § A coordinator will serve as a scribe for the level 3 concern conference Office of Field Services Spring 2016 43 Possible outcomes include: 1. The arbitration process may result in the intern’s loss of invitation from the mentor. a. Intern’s disposition, the point in the semester when the Arbitration Process occurs, and the evidence gathered in the Arbitration Process are factors that determine whether or not a new placement will be sought for the same semester or a future semester. 2. Student is removed from the Field by OFS. a. OFS will serve as a liaison with ESSC in supporting student in the petition process to: • Graduate without licensure • Repeat the experience • Proceed following a different path Path 2: Intern or supervisor raises a concern regarding the placement OFS services on behalf of the intern include: • Use of quality indicators to provide evidence of placement quality • Seek new placement or alternative supervisor if deemed appropriate • Provide modified timeline if necessary for assignments or obtainment of needed hours. Office of Field Services Spring 2016 44 Need To Know
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Education Student Services Center Writing Center Curriculum Library Office of Judicial Affairs Office of Disability Services Career Services and Placement Center Office of Field Services Spring 2016 45 Model of Teaching The Cleveland State University (CSU) Model of Teaching is expressed as “The Teacher as a Reflective, Responsive Professional – A Partner in Learning.” CSU teacher education graduates are known for distinctive abilities that reflect the four knowledge bases that compose this model: Inquiry, Contextualism, Partnership, and Professionalism. As Figure 1 indicates, the four elements of the model are related and emanate from our common beliefs about learners and the teaching-­‐learning process. Inquiry (reflective), Contextualism (responsive), and Partnership (partner) guide the design of program elements, e.g., program outcomes, instructional strategies and activities in courses, and program evaluation. Figure 1: CSU Model of Teaching As conceptualized, the three elements in the Knowledge base are encircled by the concept of Professionalism. The Model assumes that Professionalism is not a plateau but rather a career-­‐ long process of reflection and growth, an ongoing process whereby teachers constantly enhance their understanding of how Inquiry, Contextualism, and Partnership relate to the teaching-­‐ learning process. Finally, at the very center of the Model is the learner. CSU teacher education graduates take seriously their role in implementing and adapting the Model to a variety of instructional environments, urban and suburban, where learner diversity – measured in terms of gender, race, ethnicity, socio-­‐economic status, and exceptionality – is often in high profile. Table 1 on the next page provides more detail about each of the four knowledge bases. For more information about the CSU Model of Teaching, you can view the Conceptual Framework Report and Teacher Education Model on the CSU web site at: http://cehs.csuohio.edu/about/conceptual-­‐framework.html Office of Field Services Spring 2016 46 Student Resources
Education Student Service Center (ESSC) The College Advising Office (Education Student Services Center) mission is to provide accurate, timely & helpful academic & professional guidance and support to future, current and past CEHS students. Students should be sure to have current copies of their Programs of Study on file in the office, especially if they’ve been given transfer credit(s) from another c ollege/university or waivers. The ESSC provides a variety of services including: 1. Track the student’s progress through the College Student Data Base 2. Process Petitiions. 3. Provide both BCI and FBI Fingerprinting Services. 4. Process the graduation application and teacher licensure application when submitted 5. Provide a timeframe for return of the actual license document from the State Department of Education 6. Process the student’s state teaching license application 7. Provide information about O AE Examination requirements, dates, costs, and procedures 8. Answer questions regarding completion of the Teacher Preparation Program Campus Location: Julka Hall 170 Office Hours: Mon -­‐ Thurs: 8:00am -­‐ 6:00pm, Fri: 8:00am-­‐ 5:00pm For Appointments Call: 216-­‐687-­‐4625 Fax: 216-­‐687-­‐9284 For Further Information: coe.advising@csuohio.edu The Writing Center Writing is an important skill for professionals. The Writing Center is available to h elp with any student writing assignments including TaskStream and/or edTPA. In addition to tutoring services, the Writing Center also maintains a library of reference books, handbooks and other resources helpful to all writers. Campus Location: Rhodes Tower 124, 1860 E. 22 Street Office Hours: Mon -­‐ Thurs: 9:30am -­‐ 7:00pm, Fri: 9:30am -­‐ 4:00pm For Appointments Call: 216-­‐687-­‐6981 Dr. Mary McDonald For Further Information: Phone: 216-­‐687-­‐6982; Fax: 216-­‐687-­‐6943 Curriculum Library The Curriculum Library is found on the third floor of the Main Library. There are numerous resources for interns to use for lesson planning and implementation such as, but not limited to: curriculum resource guides, thematic units, juvenile literature collection, instructional media and manipulatives, reference guides and reading material. Campus Location: Rhodes Tower 3 01, M ultimedia S ervices For Further Information: Diane Kolosionek at (216) 802-­‐3358 Office of Field Services Spring 2016 47 Judicial Affairs If interns or supervisors need to file a complaint involving a violation of the Student Conduct Code, information is available in the Office of Judicial Affairs. The complaint usually results in a formal charge, w hich describes the incident or action and states the violation as it relates to the Code. This is the first stage of the judicial process. Students can get a copy of the Student Code b y going to the Department of Student Life, MC 106 and asking for Valerie Hinton Hannah, Judicial Affairs Officer. Campus Location: Main Classroom Building, Room 106 For Further Information: (216) 687-­‐2048 Email: studentlife@csuohio.edu Web: http://www.csuohio.edu/studentlife/jaffairs/faq.html Office of Disability Services The Office of Disabilities serves students with a variety of disabilities, including learning disabilities, chronic health issues, attention deficit disorders, psychological conditions, visual impairments, mobility impairments, and hearing impairments. Anyone who is requesting accommodations due to a disability is required to make that request through the Office of Disability Services. Once a person has been identified to this office, the office engages in an interactive process with that person to determine what accommodations, if any, are needed to ensure their equal access and participation in our community. The office website provides basic information about its services and how they are offered. Please feel free to contact Disability Services if more information is needed, or to set up an appointment. Campus Location: Main Classroom Building, Room 147 For Further Information: Call: (216) 687-­‐2015; Fax: (216) 687-­‐2343 Email: studentlife@csuohio.edu Web: http://www.csuohio.edu/disability/disability Career Services and Placement Center The Career Services Center provides interns with the following information: v Procedures for registering with Career Services v Available information and services v Spring Job Fair v Assistance with resume development v Practice interviewing sessions v Posting available in state/out of state teaching positions v Passes to Teacher Recruitment Fairs Campus Location: Rhodes Tower West, Room 280 Office Hours: Mon -­‐ Fri: 8:00am -­‐ 5:00pm (closed daily12:30 – 1:30pm) For Appointments Call: 216-­‐687-­‐2233 For Further Information: Phone: (888) CSUOHIO (toll free) Fax: (216)687-­‐9313 Email: careers@csuohio.edu Web: www.csuohio.edu/career Office of Field Services Spring 2016 48