clinical practice/cooperating teacher guide
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California State Polytechnic University, Pomona
Department of Education Multiple Subject/Single Subject/Education Specialist
Clinical Practice/Cooperating Teacher Guide
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Contact Information
Academic Quarter: ___________________________________________
Teacher Candidate:___________________________________________
e-mail:______________________________________________________
Phone:______________________________________________________
University Supervisor:_________________________________________
e-mail:______________________________________________________
Phone:______________________________________________________ Multiple Subject Coordinator: Dr. Janeen Volsey e-mail: [email protected] Phone: 909-869-2325 Single Subject Coordinator: Dr. Jared Stallones e-mail: [email protected] Phone: 909-869-2086 Special Education Coordinator: Dr. Barbara Bromley e-mail: [email protected] Phone: 909-869-2326 Bilingual Teacher Education: Dr. Myriam Casimir e-mail: [email protected] Phone: 909-869-4776 Department Chair: Dr. Dorothy MacNevin e-mail: [email protected] Phone: 909-869-2311
Clinical Practice Staff in Credential Services Office Janet Humble e-mail: [email protected] Phone: 909-869-2309
Tami Patterson e-mail: [email protected] Phone: 909-869-4300
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WELCOME! We appreciate your participation as a Cooperating Teacher in the Cal Poly Pomona Teacher Preparation Program. You have been chosen because you represent the BEST in your profession. Your role in guiding Teacher Candidates through their journey to becoming a teacher is extremely important. This guide has been created to support you as a mentor for your Teacher Candidate. Roles and Responsibilities of a Cooperating Teacher The fundamental role of a Cooperating Teacher is to help prepare the Teacher Candidate to become an effective, caring, and knowledgeable teacher. The Cooperating Teacher models effective communication, supervision, instruction and assessment to support the success of the Teacher Candidate. Communicate Welcome the Teacher Candidate – introduce to class, parents, and school staff Positively support the Teacher Candidate to grow their professional practice Establish open and honest dialogue and collaboration Set clear expectations for the Teacher Candidate regarding professional
responsibilities Explain and model classroom management procedures and routines Provide necessary information about students in classroom to assist the Teacher
Candidate in completing the Class Profile, School, Family and Community Resources tool and Classroom Procedures and Routines Checklist
Be respectful – do not make suggestions and/or correct the Teacher Candidate in front of students unless safety is a concern
Provide a workspace in the classroom for the Teacher Candidate Regularly collaborate with University Supervisor regarding Teacher Candidate
progress Attend Cooperating Teacher Meetings (PDS sites only) Attend Teacher Candidate Focus Meetings when required (PDS sites only) Invite Teacher Candidate to faculty meetings, IEP’s, committee meetings, parent
conferences, etc. when possible Model Collaboratively plan and discuss lessons Share teacher’s editions and available resources Use a variety of instructional strategies Professionalism-interaction with staff, students, parents, appropriate dress Be prepared at all times Provide Constructive Feedback Observe lessons regularly Provide prompt, positive and specific feedback Document Teacher Candidate’s progress through use of journals, notes, e-mails, etc. Complete 2 formal observations using the Making Content Accessible tool-one
between weeks 6-8 and one between weeks 9-10 Engage in collaborative pre/post-conference discussions
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Assist Teacher Candidate in reflecting on lessons and progress Collaboratively review and discuss Teacher Candidate lesson plans and units Understanding Your Teacher Candidate Teacher Candidates come with varied backgrounds and experiences. In order for your relationship to flourish, it is important to keep this in mind. Teacher Candidates have many program requirements to meet through the Teacher Credentialing Program at Cal Poly Pomona while they are completing their Clinical Practice. Below are some types of experiences, backgrounds and responsibilities of a Teacher Candidate: Young, single, direct from a Bachelor’s Program Parent Career changer Working student Completing Cal Poly Pomona Teacher Credential Program Requirements, such as
the Teaching Performance Assessments (TPAs) Roles and Responsibilities of a Teacher Candidate Teacher Candidates will have a variety of professional and personal commitments entering your classroom. Top priority in time and preparation should be given to their assignments. Observe and Learn Classroom and School Environment Complete Class Profile; School, Family and Community Resource; Classroom
Procedures and Routines during the first week of placement Conduct student interviews and review seating chart Familiarize self with campus and staff Learn classroom management, procedures and school policies
Plan and Teach Prepare for each day of teaching by attending and assisting in planning sessions Write detailed lesson plans for each lesson taught – see Cal Poly Pomona Lesson
Plan template attached Review lesson plans and assignments with Cooperating Teacher Review timeline for assuming teaching responsibilities Incorporate SDAIE/ELD strategies into lessons
Self-Reflect/Self-Assess Engage in daily self-reflection of their teaching performance including pre/post
conferences with Cooperating Teacher Discuss Mid-Practice and Final Practice evaluation and Clinical Practice Self
Assessment (CPSA) based on Teacher Performance Expectations (TPEs) with University Supervisor
Communicate regularly with Cooperating Teacher, University Supervisor, Site Coordinator (PDS sites only)
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Demonstrate Professionalism Attend faculty meetings, parent conferences, IEP’s, professional development
opportunities, focus meetings (PDS sites only) Remain on campus for entire duration of school hours Participate in school and class related functions Do not use cell phones during classroom time Solicit and accept suggestions for professional growth Dress professionally and be punctual Respect school culture and rules especially confidentiality Keep Cooperating Teacher and University Supervisor informed of daily schedule
and any changes including absences
While Cal Poly Pomona makes every effort to ensure high quality Teacher Candidates, there may be circumstances where interventions are necessary. Please contact the University Supervisor or Program Coordinator if you observe any of the following behaviors consistently: Teaches with inadequate preparation Demonstrates lack of professionalism towards teaching, children, teacher, parents,
staff etc. Has defensive responses or excuses when receiving constructive criticism from the
Cooperating Teacher and/or University Supervisor Rarely integrates suggestions from Cooperating Teacher and/or University
Supervisor Rarely demonstrates self-initiative for professional growth Does not make time to meet regularly with Cooperating Teacher and/or University
Supervisor Is frequently late and/or absent - this includes leaving campus during school hours Demonstrates ineffective classroom management Policies and Legal Aspects of Hosting a Teacher Candidate As a Cooperating Teacher, there are some legal considerations that should be discussed with your Teacher Candidate since they are considered a guest on your school campus.
a. Strike In the event of a strike, Cal Poly Pomona endorses a policy of non-involvement for Teacher Candidates. As a result, all Teacher Candidates will report to their University Supervisor and should a strike last longer that five (5) consecutive school days (teaching days) then reassignment shall occur. Also if any Teacher Candidate decides to participate in strike activities then Cal Poly Pomona will no longer recognize him/her as a representative of the California State Universities and will not be authorized to student teach.
b. Child Abuse
The topic of reporting child abuse is something that should be discussed in the first days of Clinical Practice with your Teacher Candidate. Any person who works with children is a mandated child abuse reporter. Remember to emphasize this to your Teacher Candidate and inform him/her of what school protocol is
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when it comes to reporting child abuse. It is then up to the school to contact the appropriate authorities if warranted.
c. Dress Code
The Cooperating Teacher should address the topic of dress code so that Teacher Candidates may understand the way in which they dress can affect the response students have in class. For more information regarding dress please refer back to the school dress code for teachers.
d. Use of Electronic Devices Throughout the school day all pagers, cell phones and other electronic devices not related to instruction are not allowed to be used. All emergency phone calls should be sent to the front office first and then directed to the classroom. Any personal business requiring phone usage should be done during prep and recess periods. E-mail usage during instruction is not allowed. Should a Teacher Candidate engage in these activities please notify their University Supervisor.
e. Parent Conferences
Any parent conferences regarding a student’s progress or discipline should be handled by the Cooperating Teacher and not the Teacher Candidate. A Teacher Candidate is allowed to sit in on parent teacher conferences, but is not permitted to lead one alone.
Resources for the Cooperating Teacher There are many resources available to the Cooperating Teacher to assist in the work of mentoring/coaching a Teacher Candidate. Speak with the University Supervisor about Clinical Practice tools, program documents (e.g., program standards, Teacher Performance Expectations and Teacher Performance Assessments) and other materials that can be made available to support you in your role as Cooperating Teacher. Included in this guide (see pages 12-21) are tools that you and your Teacher Candidate will be using during the first weeks of Clinical Practice.
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Sample Curricular Timeline for Clinical Practice
Multiple Subject and Education Specialist Settings
Week 1
Observe the Cooperating Teacher model lessons and discuss the observations Complete Class Profile sheet; School, Family and Community Resources; Classroom
Procedures $ Routines’ Checklist ; Interview students informally; learn students’ names Bring students in from recess, line up, dismissal, etc. Monitor students during lessons and quiet work time, assist CT when needed Become familiar with specific student learning levels/ Review applicable IEPs Familiarize classroom responsibilities such as attendance, class schedules, conduct
read aloud Receive training on electronic teaching and record keeping tools
Week 2
(In addition to Week 1) Welcome students at the beginning of the day, recess, lunch, etc Give a spelling test Teach at least 1 lesson in any curricular area Participate in any follow-up activity Conduct read-aloud Help conduct morning and/or seatwork Assist with grading
Week 3
(In addition to Week 2) Assist with or teach one reading or language lesson Assist with or teach one math lesson Decide with Cooperating Teacher which curricular area to assume first- plan lessons
collaboratively with CT Week 4
(In addition to Week 3) Teach one curricular area all week Teach a science/social studies lesson Decide with Cooperating Teacher which curricular area to assume next-
plan lessons Week 5
(In addition to Week 4) Plan and teach both curricular areas all week Design a center if applicable to classroom Decide with Cooperating Teacher which curricular area to assume next-
plan lessons Week 6
(In addition to Week 5) Plan and teach 3 curricular areas all week Teach a lesson in any content area not yet taught Decide with Cooperating Teacher which curricular area to assume next-
plan lessons Week 7 Plan and teach 4 curricular areas all week – ie. Math, reading, social studies, science
Week 8
SOLO WEEK Assume remaining curricular areas – ie; writing, art, physical education 2 solo days – Clinical Practice 1 only
Week 9
SOLO WEEK 3 solo days – Clinical Practice 1 only All 5 days – Clinical Practice 2 only
Week 10
SOLO WEEK All 5 days – Clinical Practice 2 only
Week 11 GRAND ROUNDS Complete observations in various classroom settings and grade levels
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Sample Curricular Timeline for Clinical Practice
Single Subject and Education Specialist Settings
Week 1
Observe the Cooperating Teacher model lessons and discuss the observations Complete Class Profile sheet; School, Family and Community Resources; Classroom
Procedures & Routines’ Checklist; Interview students informally; learn students’ names Bring students in from recess, line up, dismissal, etc. Monitor students during lessons and quiet work time, assist CT when needed Become familiar with specific student learning levels/ Review applicable IEPs Familiarize classroom responsibilities such as attendance, class schedules, conduct
read aloud Receive training on electronic teaching and record keeping tools
Week 2
(In addition to Week 1) Co-teach a lesson for at least 1 period Begin to assume some of the routines; attendance, opening activities Prepare and conduct opening activity for at least 1 period Tutor small groups and/or one-on-one Teach a lesson for 1 period after observing Cooperating Teacher Grade and record assignments for at least 1 period Begin long-term planning, prepare curriculum map with Cooperating Teacher
Week 3
(In addition to Week 2) Prepare and teach lessons for at least 1 period Shadow and observe one student in other classrooms Develop assessment tools (short quiz), grade and record
Week 4
(In addition to Week 3) Assume responsibility for at least 1 period every day developing lessons and
assessment Evaluation by Cooperating Teacher at least once during the week
Week 5
(In addition to Week 4) Assume responsibility for at least 2 periods every day developing lessons and
assessment Re-teach concepts missed on assessments Midway evaluation by Cal Poly Pomona Supervisor and Cooperating Teacher
Week 6 (In addition to Week 5) Assume responsibility for at least 4 periods with different preps Focus on special areas of development: subject area(s), special students, design
assessment tools, room arrangements, class routines, questioning techniques Plan for new room/seating arrangements for SOLO weeks
Week 7
SOLO WEEK – 4 periods Assume full control of lesson development, presentations, assessments, and follow-ups.
Week 8 SOLO WEEK – 4 periods Assume full control of lesson developments, presentations, assessments, and
follow-up Week 9 SOLO WEEK – 4 periods
Assume full control of lesson developments, presentations, assessments, and follow-up
Week 10 SOLO WEEK – 4 periods
Week 11 GRAND ROUNDS Transition back to Cooperating Teacher
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Guidelines for Clinical Practice Observations of Teacher Candidates Formally observing and providing specific, constructive and positive feedback are important roles of the Cooperating Teacher. Cooperating Teachers will formally observe 2 lessons conducted by the Teacher Candidate during his/her block: The first between the 6th and 8th week, and the second between the 9th and 10th week. A debrief session should occur with the Teacher Candidate after each formal observation.
Stage One: Pre-conference with Teacher Candidate Conference with Teacher Candidate to understand lesson design; essential
vocabulary/concepts;procedures;assessment;timing/pacing;differentiation;etc. Give any suggestions as appropriate. Discuss specific area(s) of focus for the observation
Stage Two: Observe the Lesson Cooperating Teacher observers and take notes regarding instructional strategies;
learning environment; classroom management; etc/ and area(s) of specific focus Use the Making Content Accessible (CP1) or Supporting Students’ Language
Learning (CP2) tool for each observation
Stage Three: Plan for Post-Observation Conference Review written notes and plan discussion Plan for giving feedback on strengths; areas for growth and specific focus
Stage Four: Post-Observation Conference Conference should be held as soon as possible after the lesson Assure that the Teacher Candidate is comfortable-anxious feelings must be dealt
with first Ask Teacher Candidate, “How do you think the lesson went?” Build your
conference question and questions on their response. Ask Teacher Candidate “What would you change in your lesson?” Build your
conference and questions on their response Ask probing questions Determine area(s) for further development and give suggestions and/or
resources to help the Teacher Candidate improve Collaborative Assessment Log (CAL) can be used for debriefing observation
Pre-Observation Questions (To be used by Cooperating Teachers to guide Teacher Candidates before a lesson) What do you have planned for today? How does this lesson fit into the curriculum goals/standards? What would you observe your students doing if they are successful? What teacher behaviors would you observe for a successful lesson? How will you assess student success with this learning? What strategies will you use to help them learn ___________________? Why have you chosen this particular strategy? How will you differentiate this lesson for the special needs student(s)? What sequence will your lesson follow? What would you like me to look for? Would you define/describe what you mean by _____________________?
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NOTE: Cooperating Teachers need to develop additional questions to gain information about the pre-planning of the lesson, lesson development, teaching strategies to be used, classroom management techniques to be used, and any other pertinent areas of teaching. Effective Post-Conferences with Teacher Candidates A post-conference should be held after observing the Teacher Candidate’s lesson. Listed below are suggestions for conducting effective conferences to support the Teacher Candidate’s instructional development. Create a supportive atmosphere and conduct the post-conference where you have a
minimum of interruptions. Be prepared for conferences by planning key points to be discussed and bring any
pertinent materials/information (i.e. observation notes, student work) to provide specific feedback.
Review the Teacher Candidate’s performance objectively (based on his/her level of experience) looking for strengths as well as areas for further development.
Focus on a collaborative approach to analyzing the Teacher Candidate’s performance and when determining changes.
Attempt to draw analysis from the Teacher Candidate’s reflective self-analytical skills. If the Teacher Candidate does not have the skill to be self-reflective, you will need to provide her/him with specific feedback and information, but continually move back to collaboration to continue his/her self-analytical development.
Limit the post-conference to a discussion of one or two focus areas. Do not overwhelm the Teacher Candidate.
Conclude each post-conference on a positive note and give specific plans for next steps
Questions to Facilitate Reflection These questions are useful in guiding your Teacher Candidate toward self-reflection and analysis. What did you observe your students doing? How did this observation compare with what you had planned (or expected) for them
to do? Was there anything that surprised you or was unexpected? The information I collected shows _________________. How would you interpret
this? What are your thoughts? What evidence do you have that your outcomes were achieved/that your students
learned? What did you do that enabled the students to _________________________? What were you thinking about when ________________________________? I noticed that ____________________. What’s your thinking about this? How might you adjust what you did today to provide (prevent, reduce, increase,
create…) ___________________? What outcomes might you see when _________________________________? What do you think would happen if __________________________________?
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What do you see as some of the possible benefits/challenges of the design of your lesson?
Is there anything that you would change or do differently in the future? Is there something special you’ve learned from today’s experience – insights you’ve
gained from today’s lesson or the discussion we’ve had – that you’ll carry forward with you into the future?
How has our discussion been helpful to you? What would make it even better? Focusing Questions and Statements These types of questions help to narrow the focus of the conference on the planned objective. They will provide the Teacher Candidate with an opportunity to gain more autonomy in analyzing the lesson. Your students were really interested and excited today. What did you do to create
this enthusiasm? Your students came into the room and immediately began answering the review
questions on the board. Let’s talk about that. Many students came up to you while you were at the reading table. Give me
some insight into why that was happening. Share with me your reasons for believing that the students understood the
concept of today’s lesson. You provided most of the information orally during the lesson. Let’s talk about
some potential “pitfalls” of this approach. Let’s review the steps for giving effective directions for a moment. I noticed that the noise level in the classroom during math was higher than you
seemed to prefer. Let’s talk about possible ways to change this behavior. You mentioned that you felt several students were not focused while they were
doing their seatwork. Let’s explore some reasons for this behavior. Let’s discuss the way you dismissed the students at the end of the period. Let’s take a moment and talk about the homework assignment you gave you
students?
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Cal Poly Pomona Formal Lesson Plan
Name: Grade: Subject Area:
Date: Time Duration:
The Content: 1. CA Content Standard(s): *Might include ELD Standards 2. Objective(s): Purpose is to guide instruction toward a coherent goal. Should be a significant and measurable statement of what students will know or be able to do as a result of the lesson. Most easily measurable when written in behavioral terms, but can also be cognitive, affective terms. 3. Materials Teaching the Content: 4. Anticipatory Set/Motivation Purpose is to access prior knowledge, cue attention and create interest. Set introduces the lesson, but should not overwhelm the lesson. A good set seamlessly flows into instruction. 5. Instruction & Checking for Understanding Instruction: Purpose is to present information, usually new material. May be direct, collaborative, experiential, etc. Checking for Understanding: Purpose is for teachers to ensure that students comprehend information and are ready to use it. Usually occurs as monitoring during instruction. This is not the same as guided practice and must occur before guided practice. Often a series of questions related to the Instruction directed to the class. Teacher solicits cues from class that indicate understanding of the instructional concept.
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Using the Content: 6. Guided Practice Purpose is to ensure that students can use new information properly. Teacher (or some other expert) provides timely, useful feedback to students before they work independently. This consists of students using information under supervision. 7. Independent Practice Purpose is to allow students to use new information independently, without direct supervision. May occur during class if time permits or as homework. Summing Up the Learning: 8. Closure Purpose is to summarize new learning for students. Usually performed by the teacher, it answers questions like, “So what? Why did we do this? What is this good for?” Closure wraps up the lesson for students. Measuring Learning: 9. Assessment Purpose is to evaluate student performance of the objectives. Should reflect each element of each objective. Usually performed by students individually with teacher monitoring integrity. Must be valid and reliable. *Throughout the lesson, include modifications for English Language (EL), Technology (TECH) and Classroom Management (CM) strategies
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Cal Poly Pomona Short Lesson Plan What I’m Teaching Content Standard(s): Objective(s):
How I’m Teaching It Teacher activities: Student activities:
What I’m Using to Teach Materials:
How I’ll Know it’s Learned Checking for Understanding: Summative assessment:
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California English Language Development Test
CELDT Performance Level Definitions Note that the performance level definitions are written from basic level to advanced level and that each level builds on the preceding level. Individual student English language development may be marked by periods of accelerated or slow growth, reversals of progress, attainment of language plateaus, and unparallel development of the Listening, Speaking, Reading, and Writing domains. At each level, the English learner continues to expand his/her social and academic vocabulary and his/her capacity to learn grade-level content delivered in unmodified English. Beginning Students at this level of English language performance may demonstrate little or no receptive or productive English skills. They are beginning to understand a few concrete details during unmodified instruction. They may be able to respond to some communication and learning demands, but with many errors. Oral and written production is usually limited to disconnected words and memorized statements and questions. Frequent errors make communication difficult. Early Intermediate Students at this level of English language performance continue to develop receptive and productive English skills. They are able to identify and understand more concrete details during unmodified instruction. They may be able to respond with increasing ease to more varied communication and learning demands with a reduced number of errors. Oral and written productions are usually limited to phrases and memorized statements and questions. Frequent errors still reduce communication. Intermediate Students at this level of English language performance begin to tailor the English language to meet communication and learning demands with increasing accuracy. They are able to identify and understand more concrete details and some major abstract concepts during unmodified instruction. They are able to respond with increasing ease to more varied communication and learning demands with a reduced number of errors. Oral and written productions have usually expanded to sentences, paragraphs, and original statements and questions. Errors still complicate communication. Early Advanced Students at this level of English language performance begin to combine the elements of the English language in complex, cognitively demanding situations and are able to use English as a means for learning in academic domains. They are able to identify and summarize most concrete details and abstract concepts during unmodified instruction in most academic domains. Oral and written productions are characterized by more elaborate discourse and fully-developed paragraphs and compositions. Errors are less frequent and rarely complicate communication. Advanced Students at this level of English language performance communicate effectively with various audiences on a wide range of familiar and new topics to meet social and learning demands. In order to attain the English performance level of their native English-speaking peers, further linguistic enhancement and refinement are still necessary. They are able to identify and summarize concrete details and abstract concepts during unmodified instruction in all academic domains. Oral and written productions reflect discourse appropriate for academic domains. Errors are infrequent and do not reduce communication.
NOTE: For NCLB compliance purposes, a comprehension score is the average of the scores for the Listening and Reading sections of the test. Copyright @ 2009 by the California Department of Education 2-41
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California State Polytechnic University, Pomona Department of Education
Multiple Subject/Single Subject/Education Specialist
Cooperating Teacher Orientation Verification
In our ongoing effort to orient selected K-12 Cooperating Teachers for the important role of working with the Cal Poly Pomona Teacher Candidates, an individual or small-group orientation at the school site will be conducted by the University Supervisor. Since Cooperating Teachers’ experience working with Teacher Candidates varies, the orientation aims to address the specific needs of each Cooperating Teacher. Orientation, at a minimum includes, but is not limited to, a review of the following:
Introduction of the University Supervisor to the K-12 Cooperating Teacher Role of the University Supervisor Role of the on-site K-12 Cooperating Teacher Role of the Teacher Candidate Review Clinical Practice Model (pre-observation planning, observation, post-
collaborative conversation) Provide and review approved Cal Poly Pomona Lesson Plan Templates (2) Complete 2 formal observations - one between weeks 6-8 and one between weeks
9-10 using Clinical Practice tools Review Sample Curricular Timeline for Clinical Practice Exchange contact information (i.e. phone numbers, e-mail, business cards) Respond to questions and concerns The following signatures verify that a Clinical Practice Orientation occurred on the date and location below for this Cooperating Teacher: Cooperating Teacher: ___________________________________________________
School Site: _____________________________________ District: _______________
E-mail Address: ________________________________________________________
Phone: _______________________________________________________________
Signature: ___________________________________________ Date: ____________
University Supervisor: __________________________________________________
E-mail Address: ________________________________________________________
Phone: _______________________________________________________________
Signature: ___________________________________________ Date: ____________
Name of Teacher Candidate: _____________________________________________
Quarter: ______________________________________________________________
University Supervisor returns signed sheet to Clinical Practice Staff in CSO