OFFICE OF FIELD SERVICES VIRTUAL ORIENTATION FOR MENTOR TEACHERS

College of Education and Human ServicesEarly Childhood, Middle Childhood, and Special Education

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We T h a n k Yo u !

•Without you, we cannot prepare interns to become teachers. The mentoring you provide is essential in the development of interns as they transition their identity into teachers. We thank you for putting children first and preparing the future teachers of Northeast Ohio to do the same.

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OFS Handbook and Folder• Link to OFS Handbook

https://cehs.csuohio.edu/office-of-field-services/forms-handbook

• In your folder (provided by your intern), you will find: • Printed out observation form and sample form• A mentor payment form to be returned to the university• Semester at a glance guide

Please contact Gail Nelson, g.s.nelson@csuohio.edu to receive a copy of the CPAST Student Evaluation Rubric sample.

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Purposes of This Orientation

• To become familiar with: • Goals of CSU Field Experiences• OFS policies and procedures for field experiences• Some of the required assignments for teacher interns• Observation tools and timeline• Evaluation tool, practice, and timeline

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Our Mission• The mission of OFS is to facilitate all aspects of the field experience –

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: • We will make timely and appropriate matches for CSU students and interns.• We will provide useful information and maintain effective communications with

interns, supervisors, and mentor teachers. • We will monitor CSU student and intern field experiences to ensure that the

experiences are educative.• Where necessary, we will mediate concerns arising from interns, supervisors,

mentors, and school administrators.

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Getting Started

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Welcoming the Intern TeacherOrient the Intern to: • You – your relevant background, experience and personal

information that you are willing to share.• Your classroom policies – management, centers, textbooks,

classroom routines, schedule, grading, assessment sharing expectations, planning (level of details expected and timeframe you expect for lesson plan submission, and homework policies• Your students – their strengths, special needs, interests and

hobbies, health issues, specific accommodations and modifications for students

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Welcoming the Intern TeacherOrient the intern: • Your school – layout, lunch and breakfast routines, safety

procedures, school policies, dress code (for students and staff), reports, record keeping, assessments, the curriculum• Human Resources at your school – classified staff, custodians,

other teachers, library/media specialist• Your school community – churches and libraries, recreation

facilities, ethnic and racial make up• Available technology – software and hardware

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Welcoming the Intern Teacher

Develop a climate for learning that: • Supports dialogue and discussion• Allows for the development of skills• Allows interns to test theories• Provides constructive and honest feedback

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Establish Outside of School Communication Expectations

Exchange preferred methods of outside of school communications and available times. • Phone• Email• Text• Set time frames when you do not want to be texted, etc.

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OFS Policies and Procedures

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Attendance

Candidates should: vFollow the school calendarvObserve the district guidelines for daily starting and ending times for teachers

vAttend other school functions such as conferences, open house and in-service days, if possible

*OFS provides a career day to students; this absence does not count toward the 3 excused absences.

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Attendance ContinuedPERSONAL LEAVE• Unexcused absences are not permitted for any reason and are

reason for withdrawal of placement. • Excused absences - With proper communication to university

supervisor and mentor teacher, 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. If more than 3 absences occur, and these absences cannot be made-up, interns may be required to withdraw from the internship experience.

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Attendance ContinuedUse of excused absences 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.

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Seminars• Seminars are held once a week for all program areas. Your

intern will share with you the day and time of the seminar he/she s required to attend. (Practicum and Student Teachersstillin the ”old program” may not meet weekly)• edTPA support may be necessary outside of seminars and may

require intern to miss a small portion of the day on one or two occasions.

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Professionalism

Interns should: • Dress and conduct themselves in a manner consistent with the

ethical and professional responsibilities expected of all teachers. • Safeguard confidential information• Treat students, teachers, staff, parents, and other members of

the community with respect and courtesy

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Activities That Interns Should Avoid

• The intern is not permitted to serve as a substitute teacher• The intern is not permitted to lead a field trip without mentor

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If Concerns Arise in the Field

• Any concerns regarding professional disposition or pedagogical or content skill should be communicated with supervisor at first opportunity in order to create support for a successful experience. • Any serious deficiencies in performance should be reported

immediately to the university supervisor

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Intern Teacher Responsibility in Class

At what rate should the intern teacher assume responsibility for instruction? • See OFS Handbook for guidelines regarding schedule,

responsibilities, first week suggestions, and expectations during the experience. Pages 29 - 31• See semester at a glance sheets provided in your mentor folder

for guidance regarding expectations for observations and intern lessons

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Sustained Teaching• Internship 1 and Practicum student interns will teach a 1 – 2

week unit during approximately week 10 – 13 of the semester. Prior to this unit, they will teach mini lessons, small groups, support individuals, and teach full lessons for observations and as ready to do otherwise. • Internship 2 students and Student Teaching Interns will take over

instruction for two or three classes/subjects by approximately the fifth week in the field and assume complete responsibility (with mentor support) for planning, instructing, and assessing through week fourteen of the experience. • * All experiences are unique and may require adjustment based

on various factors.

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Teaching Interns with Split or Shared Experiences

•Mentors, supervisors, and interns will work together with OFS support to modify teaching take over timelines as needed in these experiences.

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Lesson PlanningWhat are OFS Lesson Plan Requirements?

• Lesson plans are required to be submitted at a minimum 48 hours in advance (unless needed sooner by mentor). • Interns are required to always have a lesson plan when they are

teaching. • OFS does have a required lesson plan template found on our

website• Lesson plan requirements are also found in OFS Handbook on

page 26

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Additional Required Assignments

• Interns do have assignments during the course ofthe semester that require some specific interactions in the classroom. • Intern and supervisor will share any needed information with mentors during the first week in the field placement.• These assignments are the responsibility of the intern and not the mentor.

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edTPA Requirements

• Internship 2 students and student teaching interns are required to complete their edTPA (Teacher Performance Assessment) during their experience. • The work associated with this assessment begins at the start of the experience and is submitted to Pearson in week 12 of the experience. •OFS, seminar leaders and supervisors provide support for the CSU interns throughout this assignment

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More about the edTPA• The Ohio State University, provides information to support mentor teachers in

their basic understanding of the edTPA. Please go to https://www.youtube.com/watch?v=5z6pv3sNvAI to watch the video.

• edTPA website: https://www.edtpa.com/

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Observation and Evaluations

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Observations• Observation forms are program specific and found in your

folders and on the OFS website (https://cehs.csuohio.edu/office-of-field-services/forms-handbook).

• Observations are Formative Feedback and not scored.• Completed observations are sent to intern and supervisor

electronically• Mentors will complete a minimum 2 formal observations during

the course of the experience. • Mentors may complete as many informal observations as they

see fit. Additional observations provide additional evidence of practice to the intern.

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ObservationsWhile the entire field experience is filled withinformal observations of the intern’s planning,teaching, and assessing, there are 2 requiredformal observations from mentors for allexperiences.We encourage these to take place aroundweek 4 and week 10 or 11 of theexperience.The observation form is pictured to the leftand is found on in Mentor Folders and on theOFS website. Supervisors are also able toprovide this form electronically.Mentors are asked to read the CPAST rubric(provided in folders) prior to completing thefirst formal observation in order to givefeedback connected to the overall assessmenttool.

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OFS 08/2019

MENTOR AND SUPERVISOR FIELD EXPERIENCE OBSERVATION FORM

Intern: Mentor Teacher:

Supervisor: Date: Visit Number:

Did you provide lesson plan feedback in TaskStream to the Intern Teacher prior to observation? Yes No

Did you complete a post-lesson conference with the Intern Teacher? Yes No

During the observation, please indicate positive aspects and growth areas for the candidate. Aligns with CPAST form.

1. Planning for Instruction and Assessment (Objectives; Resources; Assessment; Differentiated Methods; Connections to Research)

Positives Growth Areas

2. Instructional Delivery (Learning Target; Critical thinking; Formative Assessments; Digital Tools; Safe Learning Environment)

Positives Growth Areas

On-going Feedback

• Honest and frequent feedback allows for teaching interns to grow.• Regular conversations regarding progress and goals support teaching intern growth.•More formal conversations should take place following 2 formal observations and for the 7 week and 15 week triads held with mentor, intern, and supervisor.

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Evaluations

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CPAST Midterm/Final Appraisal

• The following 15 slides are a training guide for the use and implementation of the midterm and final appraisal tool, called the CPAST (Candidate PreserviceAssessment for Student Teachers).• CPAST Student Evaluation Rubrics are available electronically from Intern Supervisors • Please use the rubric to score Interns for evaluation at the mid-semester and final triads.

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Cooperating Teacher and Student Teacher Training Chapter for the Candidate Preservice

Assessment for Student Teachers (CPAST) Form

Developed by the VARI-EPP* Collaboration*Valid and Reliable Instruments for Educator Preparation

Programs

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Learning ObjectivesIn the following slides, you will:

Learn the CPAST Form: Sections, Row Structure, Levels of Performance, Formatting, Scoring, and Resources

Learn the purpose of the Three-Way Conference

Learn the timing of the Three-Way Conference

Learn how to prepare for the Three-Way Conference

Examine examples of interaction that may occur during the Conference

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CPAST Form Sections: Pedagogy & Dispositions

CPAST rows are aligned to OSTP, CAEP, & InTASC Standards

Dispositions•8 rows•3 subsections

Pedagogy•13 rows•4 subsections

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There are four levels of performance

Each row receives a whole number score

CPAST Form: Row Structure

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CPAST Form Levels of Performance: Does Not Meet Expectations & Emerging

NOTE: At the mid-term evaluation, most Practicum and Internship 1 students will earn a “0” or “1” in some areas. Passing grade for Practicum

or Internship 1 is an average of 1.28 or greater; in Internship 2 and Student Teaching, passing grading is 1.78 or greater

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What if the midterm consensus score is ‘0’ or ‘1’ on a row?

• A consensus score of a “1 or 0” alerts the team that the intern teacher: • Needs to focus on that specific area; and • Needs support and resources from the university supervisor and mentor teacher.

• The mentor teacher and university supervisor are a support team for the student intern.

Support Example

Suggesting Resources Readings, articles

Reflection questions Post conference questions related to the area for improvement

Providing opportunities For the student teacher to demonstratecompetence

Co-teaching and Modeling Models and supports with strategies

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CPAST Form Levels of Performance: Meets Expectations

EXAMPLE: To earn this score on Row J, a student teacher needs to: -demonstrate a pattern of using data to design instruction and assessment; AND -demonstrate evidence of the use of contemporary tools for collecting and organizing that data

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CPAST Form Levels of Performance: Exceeds Expectations

Exceeds Expectations = ROCK STAR!!•This level represents performance beyond what is expected for a beginning teacher

•Student teachers will earn few, if any, “Exceeds Expectations” (similar toOTES) •Midterm: Extraordinary occurrence•Final: Few, if any, “Exceeds Expectations”

•Are there exceptions?•For some dispositions (e.g., punctuality and meets deadlines), candidates may have a score of a “3” at both midterm and final.

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CPAST Form Scoring: Special Notes

• A score of “not applicable”is not an option for any row

• Raters are:

Ø Strongly discouraged from lowering scores at the midterm conference or inflating scores at the final conference simply to show growth

Ø Although a student teacher will likely show growth in some areas assessed by the form, it is expected a student teacher will

Ø Earn consistent scores in some rows at the midterm and final

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CPAST Formatting: AND/OR, Lists• A student teacher must provide evidence for ALL

descriptors in a level of performance in order to earn the column rating.

• This short video explains the use of enumerated lists in the CPAST form rows.

https://youtu.be/YDkqfZtONos

If a student teacher consistently - communicates accurate

directions for activities to learners AND

- sequences learning experiences appropriately,

But does not communicate accurate learning targets- he or she should not earn a 2 on this row.

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CPAST Resources: “Look Fors” Document

• The “Look Fors” document* is intended to • assist the mentor teacher and university supervisor in determining a score and • provide suggestions for possible sources of evidence, as well as further

elaboration of the characteristics for each level of performance.

WHY is it used? The “Look Fors” document is intended to: • reduce confusion; and • promote inter-rater reliability of the form (i.e., all users are

using the form to evaluate student teachers the same way).• However, our agreement in collaboration with other

institutions does not allow us to provide the Look For document directly to Interns.

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* “Look Fors” Document is given to the student at orientation.

What is the Three-Way Conference?

• The meeting:• Includes the university supervisor,

the cooperating teacher (mentor), and the student teacher (intern).

• Ensures the perspectives of each member of the team are taken into consideration when evaluating the student teacher using the CPAST Form.

• Occurs twice: Formative Mid-term and Summative Final

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When does the Three-Way Conference occur?

The second Three-Way Conference

Serves as the summative assessment for the student

teaching experience

Takes place in the in the final week of the student teaching

experience

Helps the ST identify areas of strength and opportunities for

growth in his/her future teaching career

The first Three-Way Conference

Provides an opportunity for self and formative assessment

Takes place midway through the student teaching

experience

Helps the student teacher (ST) identify areas of strength and

opportunities for growth in the remaining time in the

placement

Review expectations at the beginning of the semester

The CPAST Form is intended to: • Accurately reflect the ST performance at the middle and the end of the student teaching experience.

• Provide formative feedback to the student teacher.

The CPAST Form is used: At any time during the student teaching experience, but it may be particularly useful in preparing for the midterm and final Three-Way Conferences.

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How should each participant prepare for the conference?

Each team member involved in the evaluation process should bring:• a suggested

score• evidence to

support his/her score In addition to self-assessing his/her progress the Student Teacher should:

• complete the “Goals” section of the CPAST Form• refine his/her goals after discussing them with the US and CT at the

Three-Way Conference

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Let’s look at what conversations may look like in two mock Three-Way Conferences.

Situation Website Link

Example #1: A team member indicating s/he has not had an opportunity to observe the student teacher demonstrating evidence for a specific skill

https://youtu.be/A39KGYMjYlQ

Example #2: The ST indicating s/he has not had the opportunity to demonstrate a particular skill

https://youtu.be/VMJT738RMyw

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CPAST Submission Procedure

• During 3-way conference, university supervisor records consensus scores and discussion notes on rubric sheet and provides copy for teaching intern via Taskstream.• Post-Conference: Supervisor submits scores to Taskstream -

CSU’s online platform for licensure portfolios.• Interns will receive email notification when scores are

submitted.

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Additional Information• Office of Field Services, Julka Hall 187 • Main line: 216-687-4616

• Director: Anne Price – (216) 802-3043• Admin. Coordinator: Aimee Furio (216) 523 – 7113• Program Coordinators: • Gail Nelson – (216) 802-3342• Courtney Nudell (Fellowship Program) – (216) 687-4583• Sharyn Turner– (216) 687-4719• Pat Vuyancih – (216) 875-9905

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Virtual Orientation Verification• Please complete the Virtual Orientation Verification Form

(attached to email) to indicate your completion of this on-line orientation and return it to the Office of Field Services at the following address:

• ofsassistant@csuohio.edu

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Thank you for supporting our teaching interns! Your time, skill, expertise, and support are essential in preparing the future teachers of the Greater Cleveland area!

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