SECTION 2
Information for Teacher Candidate Supervisors
Rev 8/2013
Page 1
California State University San Marcos
School of Education
SCHOOL OF EDUCATION MISSION STATEMENT
The mission of the School of Education community is to collaboratively transform education.
We:
 Create community through partnerships

Promote and foster social justice and educational equity

Advance innovative, student-centered practices

Inspire reflective teaching and learning

Conduct purposeful research

Serve the School, College, University, and community
Rev 8/2013
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INFORMATION FOR TEACHER CANDIDATE SUPERVISORS
The three keys to being a successful Supervisor are communication, professionalism and
commitment. It is necessary to guide and counsel the Teacher Candidate by offering guidance
and providing encouragement to ensure that he/she can meet his/her full potential.
Communication is also vital in the intermediary role with the Cooperating Teacher ensuring the
establishment of the best possible classroom/university working relationship.
SUPERVISOR RESPONSIBILITIES:
1.
Attend all Multiple Subject University Supervisor meetings and workshops for supervisors.
If you are Temporary Part-time faculty Supervisor, you may also be invited to faculty
meetings, especially where clinical practice experiences and supervision are being
discussed. Attend the co-teaching training and the TPA training.
2.
Check your CSUSM email regularly. Email is primary method of communication between
the Field Experience Office and Supervisors
3.
Obtain a Taskstream account. Ensure that the MS Program Coordinator enrolls you as an
“evaluator” in the Multiple Subjects programs Taskstream folio.
4.
Familiarize yourself with the CSUSM Teacher Preparation program. Become familiar
with the credential program in which your assigned Teacher Candidates are enrolled.
Become familiar with co-teaching approaches and roles.
5.
Learn the Teacher Performance Expectations (TPEs), reading the full text of each TPE
and the TPE rubrics. University Supervisors evaluate Teacher Candidate performance of
the TPEs and provide Candidates feedback on their performance. At the end of each
semester, Supervisors evaluate their Teacher Candidates on the TPE evaluation form and
submit these scores on Taskstream.
6.
Learn the Multiple Subjects Professional Dispositions, reading the full text of each
disposition and the MS Professional Dispositions rubric. Supervisors collaborate with
Cooperating Teachers to evaluate the dispositions of the Teacher Candidate during full
time clinical practice and submit these scores on Taskstream.
7.
Check with your assigned Candidates and be sure they are registered for clinical practice
in the appropriate course (EDMS 571 or EDMS 572). To verify, ask your Teacher
Candidate to print their enrollment schedule off the web for your first meeting.
8.
Notify your assigned Teacher Candidates of their placement information. The CSUSM
Clinical Practice Office does not contact Teacher Candidates to notify them of placement
information. This is an important and time sensitive responsibility of the University
Supervisor. Therefore, as soon as possible after receiving your assignments, contact the
Teacher Candidates to provide them this information.
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Page 3
9.
Facilitate introductions of the Teacher Candidates, their Cooperating Teachers, and the
school On-Site Liaison or administrators.
10.
Coordinate with the On-Site Liaison to arrange for the “Getting the Partnership” session
at the beginning of the semester. Supervisors are encouraged to co-facilitate the session
with the On-Site Liaison. Ensure that all your Teacher Candidates and their Cooperating
Teachers at the schools site attend the “Getting the Partnership Started” session together
as partners.
11.
Return the Teacher Candidate Placement form. This form verifies the placement of your
Teacher Candidates and Cooperating Teacher information for the database. Every time
something in the field changes, the form must be updated and sent to the Clinical Practice
office.
12.
Once the Teacher Candidates have begun, informally visit the school site to assure that
everyone is satisfied with the placements.
13.
When necessary, work with the Clinical Practice Coordinator to adjust assignments to
ensure that Teacher Candidates have the best possible learning situations. All changes
must be recorded with Clinical Practice Coordinator.
14.
Facilitate Teacher Candidate’s assumption of classroom and instructional responsibilities.
(Please refer to the Teacher Candidate’s Clinical Practice Timeline of Activities and the
Co-Teaching Timeline for Systematic Release of Responsibility.
15.
Formally observe the Teacher Candidates for the minimum number of required
observations (one visit every two weeks of full-time experience), including at least one
observation of a planning session. After each observation, debrief with the Teacher
Candidate to provide him/her feedback, to mentor and to coach. Monitor the Candidate’s
performance of the TPEs and provide him/her feedback to help him/her to develop. It
may be necessary and beneficial to perform more observations than the minimum
required.
16.
Keep observation hours recorded on the Supervisor Observation Log. Submit this log to
the Clinical Practice Office by the end of the semester. An electronic version is available
on the SoE website.
17.
Maintain ongoing communication with the On-Site Liaison or school administrators and
cooperating teacher and assist in solving field-related problems. Communication is the
key. Act as mentor, advocate and liaison among your Teacher Candidates, Cooperating
Teachers, On-Site Liaison or school administrators and the university.
18.
Encourage Candidates to attend Professional Development opportunities, including those
conducted by the Clinical Practice Office.
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Page 4
19.
At the conclusion of full time clinical practice, the University Supervisor consults with
the On-Site Liaison to arrange the final meeting-conference of Teacher Candidate and
Cooperating Teacher partners.
20.
University Supervisors are responsible to prepare all the evaluation forms with input from
the Cooperating Teachers. These forms include the “TPEs Form”, “Summary Form” and
the “Professional Dispositions”. Supervisors collaborate with the Cooperating Teacher to
evaluate professional dispositions using the MS Professional Dispositions rubric. The
Supervisor submits the evaluation scores on Taskstream. Supervisors write the draft of
the TPE form and the Summary form. The Supervisor sends the drafts to the Cooperating
Teachers for their review and revision prior to the final meeting-conference. The
Supervisor makes any needed revisions, prints out the completed forms and brings them
to the final meeting-conference. The Cooperating Teacher, University Supervisor and
Teacher Candidate sign the completed evaluation forms. The Supervisor provides copies
of completed and signed forms to both the Candidate and Cooperating Teacher in a
timely manner. The Supervisor submits the TPE evaluation scores on Taskstream and
attaches the signed Summary Form to Taskstream.
21.
Please Note: Teacher Candidates must meet all TPEs by the end of clinical practice II.
Candidates may meet the following TPES in either clinical practice I or clinical practice
II: TPE 1A, Subject Matter Instruction; TPE 6A, Dev. Appropriate Teaching Practices K3; TPE 6B, Dev. Appropriate Teaching Practices 4-8; TPE 6D, Special Education; TPE 7,
Teaching English Learners; TPE 14, Educational Technology have been met in clinical
practice I. If these are not able to be met in clinical practice II and they were met in the
clinical practice I, the Supervisor of clinical practice II must check “meets” and refer in
the notes that they were met in clinical practice I. This applies only to these TPEs.
22.
By the CSUSM semester final date for grade posting, the University Supervisor submits
the clinical practice Credit/No Credit grades on MY CSUSM grading website, all
evaluation scores on Taskstream, and all paperwork to Clinical Practice Coordinator.
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SUPERVISOR TIMELINE OF ACTIVITIES FOR FULL-TIME COHORT
Week
1

TC starts
going
classroom
one day
per week



Week
2-8

TC goes to
classroom
one day
per week




Week
9-15

TC goes
daily full
time to the
classroom





Pre-Final
Week
Week
16
Last week
that TC
goes daily
full time to
classroom
Rev 8/2013





Meet with assigned Candidates, collect names/phone number and ensure they are
registered for clinical practice. If a problem, contact the Clinical Practice
Coordinator.
Facilitate introductions of Teacher Candidate (TC), Cooperating Teacher (CT) and
On-Site Liaison (OSL).
With the OSL, arrange for the “Getting the Partnership Started” session at the
school site. You are encouraged to co-facilitate with the OSL. Ensure that all your
assigned TCs and their CTs attend together as partners.
Consult with the OSL regarding distribution of information on CT Handbook,
Teacher Performance Expectations (TPE) as well as checking placements for
“Authorization to Teach English Learners”.
Communicate with TC on a regular basis: meetings, phone calls, or email. Provide
opportunity for TC to share concerns/successes/related topics. Inform TC of
expectations. Clarify logistics of observation visits and lesson plans.
Informally visit the school site on a day that the TC goes to the classroom to assure
that everyone is satisfied with the placements.
Communicate with CT about your procedures for observations of TCs during lesson
co-teaching/solo instruction and one planning session
Share with CT your procedures and rubric for collaborating together to evaluate
TC’s professional dispositions.
Complete and submit the "Teacher Candidate Placement" form. Return to the
Clinical Practice Office by week three.
During full time clinical practice, schedule a minimum of 4 observations, including
one planning session. These should be done at intervals from the beginning week of
FT to the final week of FT.
CP I observations must include math and language arts. CP II observations must
include science and social science.
Use an observation form to take notes during your observation and refer to the TPEs
and Professional Dispositions to evaluate Candidate performance.
If there is a problem, documentation is necessary, (see Statement of Concern
procedure).
Confer with TC on day of observation either immediately after lesson or at a
mutually agreed upon time and give a copy of observation form to TC and CT.
Collaborate with CT to evaluate the Professional Dispositions of the TC and submit
evaluation scores to Taskstream.
Communicate with CTs about the TCs strengths and needs. Write a draft of TPE
forms and the Summary forms and send to the CTs for their review and revision.
Share this info with TC before final meeting.
Prompt TCs to complete any end of semester university online surveys.
Arrange with OSL for final meeting-conference where you will meet with all your
CT and TC partners to debrief clinical practice experience and to have all parties
sign the TPE form and Summary form. Give TC and CT a copy.
The Supervisor submits the TPE evaluation scores on Taskstream and attaches the
signed Summary Form to Taskstream.
By the CSUSM semester final date for grade posting, the University Supervisor
submits the clinical practice Credit/No Credit grades on MY CSUSM grading
website, all evaluation scores on Taskstream, and paperwork to Clinical Practice
Page 6
SUPERVISOR TIMELINE OF ACTIVITIES
FOR INTEGRATED CREDENTIAL PROGRAM (ICP) AND PART TIME PROGRAMS
Clinical Practice I

Week
1

TC starts
going daily
full time to
the
classroom





Week
2-7
TC
continues to
go daily full
time to the
classroom






Pre-Final
Week

Week
8

Last week
that TC
goes daily
full time to
classroom

Rev 8/2013

Meet with assigned Candidates, collect names/phone number and ensure they are
registered for clinical practice. If a problem, contact the Clinical Practice
Coordinator.
Facilitate introductions of Teacher Candidate (TC), Cooperating Teacher (CT) and
On-Site Liaison (OSL).
With the OSL, arrange for the “Getting the Partnership Started” session at the
school site. You are encouraged to co-facilitate with the OSL. Ensure that all your
assigned TCs and their CTs attend together as partners.
Consult with the OSL regarding distribution of information on CT Handbook,
Teacher Performance Expectations (TPE) as well as checking placements for
“Authorization to Teach English Learners”.
Inform TC of expectations. Clarify logistics of observation visits and lesson plans.
Communicate with CT about your procedures for observations of TCs during lesson
co-teaching/solo instruction and one planning session. Share with CT your
procedures and rubric for collaborating together to evaluate TC’s professional
dispositions.
Informally visit the school site to assure that everyone is satisfied with the
placements.
Complete and submit the "Teacher Candidate Placement" form by week three.
Schedule a minimum of 4 observations, including one planning session. These
should be done at intervals from the beginning to the end of CPI.
CP I observations must include math and language arts. Use an observation form to
take notes during your observation and refer to the TPEs and Professional
Dispositions to evaluate Candidate performance.
If there is a problem, documentation is necessary, (see Statement of Concern
procedure).
Confer with TC on day of observation either immediately after lesson or at a
mutually agreed upon time and give a copy of observation form to TC and CT.
Collaborate with CT to evaluate the Professional Dispositions of the TC and submit
evaluation scores to Taskstream.
Communicate with CTs about the TCs strengths and needs. Write a draft of TPE
forms and the Summary forms and send to the CTs for their review and revision.
Share this info with TC before final meeting.
Arrange with OSL for final meeting-conference where you will meet with all your
CT and TC partners to debrief clinical practice experience and to have all parties
sign the TPE form and Summary form. Give TC and CT a copy.
The Supervisor submits the TPE evaluation scores on Taskstream and attaches the
signed Summary Form to Taskstream.
The University Supervisor submits the clinical practice Credit/No Credit grades on
MY CSUSM grading website, all evaluation scores on Taskstream, and paperwork
to Clinical Practice office
Page 7
SUPERVISOR TIMELINE OF ACTIVITIES
FOR INTEGRATED CREDENTIAL PROGRAM (ICP) AND PART TIME PROGRAMS
Clinical Practice II

Week
9

TC starts
going daily
full time to
the
classroom




Week
10-15
TC
continues to
go daily full
time to the
classroom









Pre-Final
Week
Week
16
Last week
that TC goes
daily full
time to
classroom
Rev 8/2013




Meet with assigned Candidates, collect names/phone number and ensure they are
registered for clinical practice. If a problem, contact the Clinical Practice
Coordinator.
Facilitate introductions of Teacher Candidate (TC), Cooperating Teacher (CT) and
On-Site Liaison (OSL).
Arrange the “Getting the Partnership Started” meeting with the TC & CT together at
the school site. The OSL can co-facilitate if necessary.
Consult with the OSL regarding distribution of information on CT Handbook,
Teacher Performance Expectations (TPE) as well as checking placements for
“Authorization to Teach English Learners”.
Inform TC of expectations. Clarify logistics of observation visits and lesson plans.
Communicate with CT about your procedures for observations of TCs during lesson
co-teaching/solo instruction and one planning session. Share with CT your
procedures and rubric for collaborating together to evaluate TC’s professional
dispositions.
Informally visit the school site to assure that everyone is satisfied with the
placements.
Update and resubmit your "Teacher Candidate Placement" form, if necessary.
Schedule a minimum of 4 observations, including one planning session. These
should be done at intervals from the beginning to the end of CPII.
CP II observations must include science and social science.
Use an observation form to take notes during your observation and refer to the TPEs
and Professional Dispositions to evaluate Candidate performance.
If there is a problem, documentation is necessary, (see Statement of Concern
procedure).
Confer with TC on day of observation either immediately after lesson or at a
mutually agreed upon time and give a copy of observation form to TC and CT.
Collaborate with CT to evaluate the Professional Dispositions of the TC and submit
evaluation scores to Taskstream.
Communicate with CTs about the TCs strengths and needs. Write a draft of TPE
forms and the Summary forms and send to the CTs for their review and revision.
Share this info with TC before final meeting.
Prompt TCs to complete any end of semester university online surveys.
Arrange with OSL for final meeting-conference where you will meet with all your
CT and TC partners to debrief clinical practice experience and to have all parties
sign the TPE form and Summary form. Give TC and CT a copy.
The Supervisor submits the TPE evaluation scores on Taskstream and attaches the
signed Summary Form to Taskstream.
By the CSUSM semester final date for grade posting, the University Supervisor
submits the clinical practice Credit/No Credit grades on MY CSUSM grading
website, all evaluation scores on Taskstream, and paperwork to Clinical Practice
Page 8
SUGGESTED CO-TEACHING TIMELINE CLINICAL PRACTICE I
for Systematic Release of Responsibility during Clinical Practice Co-Teaching
Clinical Practice I
Timeline
Beginning
CPI
Early to
Middle of
CPI
Middle to
End of
CPI
Cooperating Teacher (CT) Actions
Teacher Candidate (TC) Actions
CT takes the lead. CT leads instruction,
planning and reflection.
TC follows the lead of CT. TC actively participates
in all instruction, planning and reflection.
Supportive: CT in lead role
Parallel: CT plans for all groups
Complementary: CT leads
Team:
likely not yet used
Supportive: TC in support role
Parallel: TC teaches CT plans
Complementary: TC complements, as directed
Team:
Likely not yet used
CT leads some of the time and prompts TC to
take the lead in instruction, planning and
reflection. Prompts TC to take ownership of the
daily routines.
TC begins taking the lead regularly: leading in one
or more areas of instruction, planning and
reflection conversations. TC begins to take
ownership of daily classroom routines.
Supportive: CT leads and supports
Parallel: CT plans for most groups
Complementary: CT usually leads
Team:
CT prompts TC role
Supportive: TC leads and supports
Parallel: TC plans some instruction for groups
Complementary: TC complements
Team: TC team teaches with guidance from CT
CT and TC equally share taking the lead in coteaching approaches, share leadership of
planning and reflection. Prompts TC to take
increasing ownership of running classroom.
May provide TC with solo teaching experiences.
TC and CT equally share taking the lead in coteaching approaches, share leadership of planning
and reflection. TC takes increasing ownership of
running classroom. TC may have solo teaching
experiences.
Supportive: CT in lead and support roles
Parallel: CT plans for some groups
Complementary: CT leads, complements
Team:
CT and TC jointly instruct
Supportive: TC in lead and support roles
Parallel: TC designs, teaches own plans for groups
Complementary: TC leads, complements
Team:
CT and TC jointly instruct
Rev 8/2013
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SUGGESTED CO-TEACHING TIMELINE CLINICAL PRACTICE II
for Systematic Release of Responsibility during Clinical Practice Co-Teaching
Clinical Practice II
Timeline
CPII
Beginning
CPII
Middle
Cooperating Teacher (CT) Actions
Teacher Candidate (TC) Actions
CT leads some of the time and prompts TC to
take the lead in instruction, planning and
reflection. Prompts TC to take ownership of the
daily routines.
TC begins taking the lead regularly: leading in one
or more areas of instruction, planning and
reflection conversations. TC begins to take
ownership of daily classroom routines.
Supportive: CT leads and supports
Parallel: CT plans for most groups
Complementary: CT usually leads
Team:
CT prompts TC role
Supportive: TC leads and supports
Parallel: TC plans some instruction for groups
Complementary: TC complements
Team: TC team teaches with guidance from CT
CT and TC equally share taking the lead in coteaching approaches, share leadership of
planning and reflection. Prompts TC to take
increasing ownership of running classroom.
TC and CT equally share taking the lead in coteaching approaches, share leadership of planning
and reflection. TC takes increasing ownership of
running classroom. TC should have solo teaching
experiences
Supportive: CT in lead and support roles
Parallel: CT plans for some groups
Complementary: CT leads, complements
Team:
CT and TC jointly instruct
CPII
End
Supportive: TC in lead and support roles
Parallel: TC designs, teaches own plans for groups
Complementary: TC leads, complements
Team:
CT and TC jointly instruct
CT follows the TCs lead and shares the lead in
team co-teaching. CT participates in planning
and reflection. May lead periodically. CT should
provide TC some solo teaching experiences.
The TC takes the lead (and shares the lead in team
co-teaching) in co-teaching roles. TC leads most or
all planning and reflection. TC should have solo
teaching experiences.
Supportive: CT supports
Parallel:
CT teaches own group(s)
Complementary: CT complements
Team:
CT and TC jointly instruct
Supportive: TC in lead role
Parallel: TC teaches own plans/groups
Complementary: TC leads
Team:
CT and TC jointly instruct
Rev 8/2013
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Lesson Plans
Each Teacher Candidate is responsible for working together with his/her Cooperating Teacher to
plan and implement lessons during clinical practice. The Teacher Candidate should plan all
lessons, including the ones observed by the University Supervisor, in collaborative co-teaching
planning sessions.
The Teacher Candidate will write a lesson plan for each of the lessons observed by the
University Supervisor. The Teacher Candidate will provide the University Supervisor and
Cooperating Teacher a copy of the written lesson plan in advance, prior to teaching the lesson.
The University Supervisor will observe the lessons that the Teacher Candidate teaches, provide
feedback on the lesson plan and advice on how to improve lesson effectiveness. The University
Supervisor will debrief lessons observed with the Teacher Candidate and provide feedback on
Teacher Candidate performance in relation to the TPEs.
Depending on the particular lesson, teaching methods may include direct instruction, cooperative
learning, inquiry, discussion, concept attainment, and concept generalization, which involve
students in a variety of ways.
Rev 8/2013
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SIMPLE BASIC LESSON PLAN FORMAT MULTIPLE SUBJECTS
(Supervisors May Modify as Needed)
Teacher Candidate Name:
Date of Lesson
Lesson Topic
Standards:
Lesson Objective(s):
Co-teaching approach(es):
Phases of
the lesson
How you plan to deliver instruction, teach the students, using each
phase of the lesson.
Anticipatory
Set
Teach to
Objective
Guided
Practice
Closure
Independent
Practice
Assessment
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