ࡱ> pro'` PbjbjLULU ?|.?.?H8Lj\'f|||Wf$[']']']']']']'$*h,'WW'||'||['['Va%@%| p,$%&'0'%0-0-%-%'''D CCTC Program Standard 16: Selection of Fieldwork Sites and Qualifications of Field Supervisors In addition to the provisions of Common Standard 7, sponsors of the professional teacher preparation program select each school site for candidate field experiences based on a sound rationale related to the professional preparation of candidates. In addition to the provisions of Common Standard 8, sponsors of the program effectively appraise the qualifications of school-based supervisors; provide for their role-specific orientation and preparation; and communicate with them about responsibilities, rights, and expectations pertaining to candidates and supervisors. For all candidates, program sponsors and cooperating school administrators select fieldwork sites and classrooms based on the effectiveness of observed teaching and learning. Except in unusual, unanticipated circumstances, fieldwork assignments occur at pre-selected sites where the state-adopted academic core curriculum is effectively implemented. Candidates field placements reinforce the links between theory and practice, university and school, experience and standards. The program prioritizes the pairing of candidates with cooperating teachers who reflect STEPs vision of teaching and learning. Instead of selecting cooperating teachers based on self-nomination or solely on principals recommendations, STEP selects cooperating teachers based on direct, first-hand knowledge of their classrooms and teaching practices. With input from the schools, STEP faculty and supervisors look for evidence that a cooperating teachers classroom practices are consistent with STEPs vision of effective teaching. When visiting a potential cooperating teacher, STEP faculty and university supervisors use an observation protocol that allows for rich description of what occurs in the classroom and directs observers to focus carefully upon how learning happens in the classroom (see  HYPERLINK "SupportingDocuments/SchoolSiteObservationProtocolOfCTs.doc" School Site Observation Protocol). This protocol asks observers to record examples of student work (if visible), what the climate of the classroom is like, how the goals of the lessons were communicated and assessed, how the teacher found out what the students knew prior to the lesson, and how the needs of different learners were addressed. This process increases the likelihood that candidates are paired with cooperating teachers whose teaching practices reflect and reinforce what candidates are learning in STEP coursework. STEP frequently places candidates with cooperating teachers who are also graduates of the program, which also increases the chances that candidates will see the theories that they learn in STEP coursework enacted in the classroom. Over half of the candidates are placed in Partner Schools whose administration and faculty are engaged in ongoing reforms to support the intellectual, academic, and social achievement of all students (see  HYPERLINK "SupportingDocuments/PlacementStatistics_07-08.xls" Placement Statistics). Partner Schools and STEP administration are members of a Council that meets monthly to engage in joint work in attracting, developing, and retaining teachers, improving teaching and learning, and examining organizational structures. Two additional criteria for the selection of cooperating teachers are a minimum of three years of teaching experience in their area of certification and a strong commitment and willingness to mentor teacher candidates over the period of a semester or full academic year. All of STEPs fieldwork sites are accredited by the Western Association of Schools and Colleges and teach the state-adopted core curriculum. Throughout the year STEP monitors the quality of the clinical placements and makes necessary changes if the mutual needs of the cooperating teacher and the teacher candidate are not being met. In November the director of STEP Secondary solicits written feedback about the placements from the Single Subject candidates during the Secondary Teaching Seminar and meets with the candidates individually to check their progress. Multiple Subject candidates also meet individually with the directors to discuss the quality of the placements. At the end of the year candidates complete a confidential evaluation of the field placement. This feedback on the practices and mentoring of cooperating teachers is kept on file and used to make decisions regarding future field placements. Program sponsors and cooperating administrators provide opportunities for each candidate to work with exemplary certificated teachers in fieldwork assignments, including assignments in low-performing and/or hard-to-staff schools and/or assignments with English learners. In selecting cooperating teachers, STEP draws upon its strong relationships with placement sites. It seeks cooperating teachers who understand the philosophy of graduated responsibility and who possess the expertise and experience to be effective mentors. Based on feedback from university supervisors and candidates, STEP is proud of the caliber of its cadre of cooperating teachers; their support is crucial to candidates growth, and their input informs the programs design and curriculum (see 2007-08 Cooperating Teacher Credential, Degree, Background Information). All of STEPs placement sites are racially, ethnically, and linguistically diverse. Half of these schools have student populations that include 50% or more students of color. All candidates are placed in school environments with English learners and generally teach in the most racially, ethnically, and linguistically diverse classrooms within their schools (see  HYPERLINK "SupportingDocuments/Demographics_P12studentsClinicalSites_2007-2008.doc" Demographics of P-12 Students in STEP Clinical Sites). Program sponsors and school-site representatives clearly outline and consistently follow criteria and procedures for selecting teachers to supervise field experiences in the program. Selection criteria are consistent with the supervising teachers specified roles and responsibilities, and include knowledge of state-adopted content standards for students and effectiveness in collaborating and communicating with other professional teachers. The director of clinical work coordinates field placements and develops and maintains relationships between school districts and the university. Identifying placements is an individualized, time-intensive process. The fall placement process begins the previous winter with visits to schools and classrooms to evaluate possible placements and recruit potential cooperating teachers. As noted in 16(a), the criteria for selecting cooperating teachers include evidence of practice compatible with STEPs Conceptual Framework and with state-adopted standards for teaching and learning. In addition, cooperating teachers are selected based on their ability to work effectively with other teachers, including novices. The process continues in the summer, when the director of clinical work sends questionnaires to each candidate (see  HYPERLINK "SupportingDocuments/PreliminaryPlacementQuestionnaire.pdf" Preliminary Placement Questionnaire) and then interviews each candidate to determine individual needs, strengths, and preferences. Teachers are personally invited to participate as cooperating teachers, and each school site appoints one administrator as a liaison between cooperating teachers at that site and STEP. The specific matches between candidates and cooperating teachers become the responsibility of the director of clinical work in consultation with the STEP directors and clinical associates. These matches are based on content expertise, philosophical orientations, and learning and teaching preferences, as well as the input and approval of the administrator liaison. STEP places priority on aligning candidates needs with sites that can meet them. Occasionally a cooperating teachers schedule does not allow for a candidate to be placed in two classes, in which case the candidate is placed with two different cooperating teachers at the same school site. The two cooperating teachers communicate throughout the year about how to support the candidates progress, and both contribute to the quarterly evaluation of the candidates teaching. Each cooperating teacher who supervises a candidate during a period of daily responsibility for whole-class instruction holds a valid credential that authorizes the teaching assignment. Each candidates teaching of English language learners is supervised by a teacher who holds a valid ELL teaching authorization. The 2007-08 Cooperating Teacher Credential, Degree, Background Information chart itemizes each cooperating teachers credential information. Program sponsors and cooperating school administrators enable supervising teachers to complete, as needed, planned professional training to develop their understanding of the developmental progression of beginning teachers; the Teaching Performance Expectations for Preliminary Teaching Credentials; state-adopted academic content standards for students; theory-practice relationships in the programs curriculum; and effective professional communication with student teachers and intern teachers. STEP offers a variety of resources to complement the many strengths of its cooperating teachers. Prior to the start of the school year, STEP offers an orientation workshop for new cooperating teachers, attended by program directors and a panel of veteran cooperating teachers (see  HYPERLINK "SupportingDocuments/NewCooperatingTeacherWorkshopAgenda.doc" New Cooperating Teacher Workshop Agenda). After this program-wide introduction, university supervisors meet individually with all cooperating teachers to review the teacher candidate contract and integration plan, the cooperating teacher handbook, and the program schedule; to confer Visiting Scholar status, which allows access to facilities and resources; and to answer individual questions. From this point, cooperating teachers work extensively with the supervisors to maintain consistent communication between STEP and the school sites. Early in the school year, STEP hosts an annual Fall Kickoff, which is attended by STEP administration, supervisors, curriculum and instruction instructors, candidates, and cooperating teachers. These events provide an overview of the program and the year, including a description of the STEP curriculum, and STEP course materials (syllabi and key readings) are made available to cooperating teachers. At the beginning of January STEP hosts the Annual Winter Kickoff for cooperating teachers who work with Multiple Subject candidates in the winter/spring field placement. The cooperating teacher handbook is a valuable resource that describes the role of the cooperating teacher, the principles of graduated responsibility, and the structure of the formal observations of the candidate conducted by the university supervisor. Although the cooperating teachers can access resources from the program directors at any point, the university supervisor supports the placement by facilitating observations, conducting three-way meetings among the cooperating teacher, candidate, and university supervisor, and answering questions about the STEP curriculum. The collaborative relationship among the cooperating teacher, candidate, and university supervisor anchors the field placement experience. STEP also offers professional development opportunities at school sites. For example, last year STEP conducted the first Chemistry Day, facilitated by STEP Clinical Associate Jean Lythcott, in which chemistry cooperating teachers and STEP teacher candidates shared ideas about chemistry curricula. In addition, Rachel Lotan, Director of STEP Secondary, facilitates ongoing professional development, including data collection and analysis, for the faculty at Summit Preparatory Charter, one of STEPs partner schools. In collaboration with the Continuing Studies Program (CSP) and Teachers for a New Era (TNE), STEP offers the for Teachers program. The program offers Continuing Studies courses and units to cooperating teachers tuition-free. Courses in the education department support participants content-specific pedagogical growth. Cooperating teachers are also invited to attend the Summer Teaching Institute, an annual symposium sponsored by Teachers for a New Era during which teachers share ideas about differentiating instruction to meet the needs of all students in heterogeneous classrooms, learn about teacher and student resiliency, and consider ways to use school and classroom data to improve practice (see  HYPERLINK "SupportingDocuments/SummerTeachingInstitute_2007.pdf"  Summer Teaching Institute Agenda). In June all cooperating teachers are invited to the STEP Conference, which celebrates the candidates learning throughout the year. Cooperating teachers later receive a personal thank you and an honorarium check as a token of appreciation. At all times during the year, STEP university supervisors and the director of clinical work are available as resources for the cooperating teachers (see  HYPERLINK "SupportingDocuments/STEP_DirectorClinicalWork_JobDescrip.doc" Director of Clinical Work and  HYPERLINK "SupportingDocuments/SupervisorJobDescription_07-08.doc" Supervisor job descriptions). STEP and the University School of Education (SUSE) share the belief that creating a profession of teachingand a professional preparation programdepends upon the widespread availability of knowledge and standards for practice that provide a basis for teacher development and for program decisions. One such source is the National Board for Professional Teaching Standards certification process. We encourage and support all of our cooperating teachers in pursuing National Board Certification, and many of them do. Since 1998 has offered a support group for National Board Certification in which area teachers applying for Board certification have the opportunity to share videotapes of teaching, analyze practice in light of the standards, and support the development of one anothers teaching. Individuals selected to provide professional development to supervising teachers (1) are experienced and effective in supervising credential candidates; (2) know and understand current educational theory and practice, the sponsors expectations for supervising teachers, state-adopted academic content standards and frameworks, and the developmental stages of learning-to-teach; (3) model collegial supervisory practices that foster success among credential candidates; and (4) promote reflective practice. The educators who provide professional development to cooperating teachers and university supervisors have extensive experience as classroom teachers and teacher educators. They include STEPs Directors, Dr. Rachel Lotan and Dr. Ira Lit, and Clinical Associates, Dr. Jean Lythcott, Dr. Kelly Bikle, and Dr. Christa Compton. STEPs Director for Clinical Work, Ruth Ann Costanzo, coordinates this professional development and support. Other educators involved with the professional development of cooperating teachers and university supervisors include advanced doctoral candidates with significant teaching and supervisory experience. For example, PhD candidate Laurie Stapleton has conducted research that focuses on active listening and inquiry-based discussion in supervisory groups. She has drawn on this research to provide several workshops for STEP supervisors to enhance their work with candidates. For the documentation of the qualifications and experience of these individuals. In consultation with cooperating school and district administrators, program sponsors communicate to all fieldwork participants, orally and in writing, the clearly-defined roles and responsibilities of candidates, institutional supervisors, and supervising teachers in the supervised fieldwork sequence. Each teacher who supervises a candidate during a period of daily whole-class instruction is well-informed about (1) performance expectations for the candidates teaching and pertaining to his/her supervision of the candidate, and (2) procedures to follow when the candidate encounters problems in teaching. STEP communicates to all fieldwork participants the clearly defined roles and responsibilities of candidates, institutional supervisors, and supervisors in the fieldwork. Performance expectations are outlined in the observation instrument, a detailed rubric based on the CSTPs, which provides specific indicators of performance on each of the standards (and incorporates the TPEs). The expectations for supervision are also outlined in the teacher candidate/cooperating teacher contract and the individualized integration plan. Cooperating teachers know that if a candidate encounters difficulties in teaching, they should contact the university supervisor, who will also involve the director for clinical work and the director as needed. The following table illustrates how and when each participant is informed of his or her roles and responsibilities. Table 16.1 Recipient of Document Document(s)Time of DeliveryCandidate STEP Handbook Summer School Assessment of Field Placement Experience and Participation TC/CT Contract Integration Plan Advancement to Independent Student Teaching form PACT Handbook Quarterly Assessments  June July August/September September/October September/October Varies by TC February Nov/March/MaySummer School Cooperating Teacher Summer School Handbook Summer School Assessment of Field Placement Experience and Participation  June July Cooperating Teacher STEP Handbook TC/CT Contract Integration Plan Advancement to Independent Student Teaching form Quarterly Assessments  August August/September September Varies by Student Nov/March/MaySchool Site Administrator District Agreement, including TC/CT Contract  September Supervisor  Supervisor Contract STEP Handbook Observation Forms Advancement to Independent Student Teaching form Quarterly Assessments  August/September September As Needed Varies by Student Nov/March/May      PAGE 132 ` - L ^ }   \]  oݹxxmhw#hg]^J_H hw#hg]h#!h9hg]0J6'jhPn<h/6B*Uphh96B*phjh96B*Uph h"hg]hjhL:hL:5OJQJhL:hg]5OJQJhg]hg]OJQJhg]5CJOJQJh]+5CJOJQJ&<`a gd-p$ ^`a$^ *$1$gdg]gdX?$ ^`a$$ & F ^`a$$a$$a$PP   9X X𻰢|||thtddWP hthg]hh-p6B*phhjhL:hg]5OJQJhg]OJQJhL: hw#hg]hthg]B* phhg]hw#hg]\^J_HhX?hg]6B*]phhw#hg]^J_HhX?^J_Hh9hX?0J6]*j9hPn<h/6B*U]phh96B*]phjh96B*U]phXY !6!"#"e"""""########)$𿲪sih96B*phjh96B*Uphh]+hX?hL: hUhg]hg]6B*phhL:hg]5OJQJhg]OJQJh-phg]B*]phhg]h9hX?0J6]*j`hPn<h/6B*U]phh96B*]phjh96B*U]ph# $$+','((**s,t,>2?2 5577$ ^`a$$ ^`a$^gdg]  ] ^ ]^`^$ & F ^`a$)$*$+$N$O$%%%%%%&'&/'''(((S)r)))))*'*=*>***s,t,---ĸˬˬ|tht^h96B*phhL:hg]5OJQJhg]OJQJhhg]B*phhhy6B*phhhg]6B*phhhg]B*ph hAhg] hg]7hU. hg]7h#! hU. hg]hL:hg]h9hg]0J6jh96B*Uph'jhPn<h/6B*Uph#-----.../0u0v000s11>2?283=3c4485W55686S6T67777 8 88R8q8889ݼ{i#hhg]0J5CJOJQJaJh9CJOJQJaJhL:CJOJQJaJhhg]CJOJQJaJh9 hhg]hg]h]+ hUhg]hL:h9hL:0J6h9hL:0Jh9hg]0J6jh96B*Uph'jhPn<h/6B*Uph'999G:H:I:r:s:u:x::::;;;;;;;;<<M<̰ޞzrzjzrzrzrzXJh96B*OJQJph#jh96B*OJQJUphhjOJQJhGAOJQJhg]OJQJhhg]OJPJQJhhg]CJOJQJaJ#h9hg]0J6CJOJQJaJ7j%hPn<h/6B*CJOJQJUaJph"h96B*CJOJQJaJph+jh96B*CJOJQJUaJphhg]CJOJQJaJ7x:y:<<@@@BBEELHMHKKKKKKK$ ^`a$$ & F ^`a$d`$ ^`a$dM<N<O<h<i<j<m<n<o<<<<<<<>BBBBBն՝}ڲܰ??+ϴ󲵱ϴGϴG󲵱5Oϴ󲵱䴳ϴ󲵱䴳ϴ󲵱ϴ/ʲ<h/6B*OJQJUphh96B*OJQJphh9hg]OJQJ hGAhg]6B*OJQJphh9hg]0J6OJQJ#jh96B*OJQJUph/jbhPn<h/6B*OJQJUphBBBC C(CGCHC^D}DEEEEELHAI`III>J]JJJKKKKK0KKKKKKKKKKKݾݲyoh+hg]5CJhehg]5OJQJheh+5OJQJh#!5OJQJh B*OJQJphh+B*OJQJphhg]B*OJQJphhL:hg]5OJQJh+hg]OJQJhL:OJQJhg]OJQJhGAOJQJh+OJQJhhg]OJQJ'KKKKKKKK$If$If$ ^`a$$ ^`a$gd+KKKLL MMM,MHMIMWMkMMMMMsNtNNN O OO)OOOPPPPPPP P P PPPPPPPPPPPⷳh#!hh#!CJhPn<0JCJmHnHuhh#!0JCJjhh#!0JCJUh/jh/U hR u5CJ hR uCJh+hR uCJh+hg]B*CJphh+hg]CJh+hg]5CJh+h+5CJ.KKK LULfLyLLLticRcccI $Ifgdg]O$If^O`gd9$If  !$Ifkd $$IflF#C 06    4 lalytR uLLLLLL MM-M8MHMIMpkd $$IflF#C 06    4 lalytR u$If IMkMMMMMMMMKkd@ $$IflF#C 06    4 lalytR u$IfO$If^O`gd9 $Ifgdg]  !$IfMNN(N[NuN~NNNNNNpkd $$IflF#C 06    4 lalytR u$If NNOOOO)O?OOOcOOOekd $$IflF#C 06    4 lalytR u$If  !$If OOOOOPPPPPPpfa_agdg] ^`kdb $$IflF#C 06    4 lalytR u$If PP P P PPPPPP ^`$a$gdg] =0&P1hP:p/ =!"#$% 9DyK yK ../../../Local Settings/Temp/SupportingDocuments/SchoolSiteObservationProtocolOfCTs.docyX;H,]ą'c'DyK yK ../../../Local Settings/Temp/SupportingDocuments/PlacementStatistics_07-08.xlsyX;H,]ą'cSDyK yK ../../../Local Settings/Temp/SupportingDocuments/Demographics_P12studentsClinicalSites_2007-2008.docyX;H,]ą'c7DyK yK ../../../Local Settings/Temp/SupportingDocuments/PreliminaryPlacementQuestionnaire.pdfyX;H,]ą'c;DyK yK ../../../Local Settings/Temp/SupportingDocuments/NewCooperatingTeacherWorkshopAgenda.docyX;H,]ą'c=DyK yK ../../../Local Settings/Temp/SupportingDocuments/StanfordSummerTeachingInstitute_2007.pdfyX;H,]ą'c=DyK yK ../../../Local Settings/Temp/SupportingDocuments/STEP_DirectorClinicalWork_JobDescrip.docyX;H,]ą'c1DyK yK ../../../Local Settings/Temp/SupportingDocuments/SupervisorJobDescription_07-08.docyX;H,]ą'c$$Ifl!vh55C5 #v#vC#v :V l0655C5 4alytR u$$Ifl!vh55C5 #v#vC#v :V l0655C5 4alytR u$$Ifl!vh55C5 #v#vC#v :V l0655C5 4alytR u$$Ifl!vh55C5 #v#vC#v :V l0655C5 4alytR u$$Ifl!vh55C5 #v#vC#v :V l0655C5 4alytR u$$Ifl!vh55C5 #v#vC#v :V l0655C5 4alytR u<@< NormalCJ_HmH sH tH D@D Heading 1$@&5CJOJQJDA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k(No List @Q@@ Body Text 3$a$OJQJ>P@> Body Text 2 6OJQJjR@j Body Text Indent 2 $ >^`>a$ OJPJQJDC@"D Body Text Indent ^4 @24 Footer  !DB@BD Body TextdCJOJPJQJ4@R4 Header  !.)@a. 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