Student Services Center Collaborating Teacher Orientation

Collect all materials that candidate borrowed
Textbooks, resource materials, graded papers
Think about future relationship with candidate
Encourage candidate to write thank you letters to anyone in the building who was of assistance and university supervisor
Assist worthy candidates in finding a job
Acknowledge yourself for being a collaborating teacher this semester!!!!! Week 1
Create a set of emergency plans.
Regular teaching of classes for first two days.
Allow candidate to assist in instruction of a small group in one academic area.
Engage in reflective practice.
Week 2
Release one academic area or subject per day to candidate.
Review student’s plans for a tiered activity for the class/group assigned in one academic area.
Review student’s anchor plans for the remainder of class/group
Share plans of differentiated instruction in your inclusive classroom so candidate can assess the population.
Engage in reflective practice.
Weeks 3 – 5
Candidate full-time teacher.-some co-teaching is allowed
Give feedback on Assessment Plans and Implementation Reports.
Weeks 6 (Disbanding)
Begin to take classes back one at a time.
Engage in reflective practice.
Collaborate with Supervisor on Performance Evaluation Rubric for Final Grade. If you are blended
in a classroom with a special education and a regular education teacher
regular education candidates begin teaching around 4th or 5th week then SpEd teaching follows this timeline for last 6 weeks.
If you are combined
clinical practice split 10/6
candidate teachers with regular education teacher for the first 10 weeks and with the SpEd teacher in a different classroom for the last 6 weeks.
Candidate begins teaching full load in 4th or 5th week.
If you are extended
6 weeks at the beginning of the fall or spring semester after candidate has completed 16 weeks of clinical practice
follow timeline on the next slide. Weeks 1 and 2
Organize initial meeting for signing Memorandum of Agreement.
Create a set of emergency plans.
Complete Teacher Work Sample Element #1 during first week.
Collaborating teacher continues regular teaching of classes (learning experience for candidate).
Week 3
Release one class or subject to candidate.
Engage in reflective practice.
Continue development of Teacher Work Sample Elements 2-4
Weeks 4-8
Release a new class or subject each week.
Assign a full schedule by Week 8.
Engage in reflective practice.
Collaborate with Supervisor on Performance Evaluation Rubric for Mid-Term.
Weeks 9-14
Candidate full-time teacher.
Engage in teaching unit for Teacher Work Sample including all pre-, during, and post-assessment data collection
Engage in reflective practice.
Weeks 15-16 (Disbanding)
Begin to take courses back.
Ensure that candidate has completed all Teacher Work Sample elements.
Engage in reflective practice.
Collaborate with Supervisor on Performance Evaluation Rubric for Final Grade. Every candidate must complete this 7 element capstone portfolio
Supervisors will grade, but collaborating teachers’ support and assistance is imperative
Candidates should begin immediately with Element #1 (Contextual Factors) and continue with succeeding elements at a regular pace as units are developed
Teacher Work Sample is not an addition to regular clinical practice work but rather a different way of reporting what is being done
See pages 15-65 in Handbook All midterm and final evaluations must be completed online
Instructions will come from the Rowan Supervisor
http://www.rowan.edu/colleges/education/studentservices/ofe/documents/CooperatingTeacherGuide.pdf
SPA Addenda are also included with the evaluation rubric
http://www.rowan.edu/colleges/education/studentservices/ofe/assesment.html Develop an agenda for 1st meeting
Talk about yourself, teaching style, educational philosophy, subject, school/district
Goals, expectations, responsibilities etc.
Prepare materials that the candidate will need to be successful
Set up observations with other teachers/guidance/administrators
Develop a regular schedule for meetings Read and follow the Clinical Practice Handbook
Keep weekly log
Write Lesson Plans (samples on page 9 - 23)
Up to Cooperating Teacher (District vs. Rowan)
Observe other teachers in school
Attend Parent-Teacher Conferences
Engage in Professional Development
Develop and Maintain a Positive Rapport with the Learning Community Supervisor visits/contacts every week
Minimum of 8 visits
Every visit must include an observation except 1st, Midterm, and Final)
Minimum of 3 observations
Mid-quarter – 4th or 5th week
Supervisor and Cooperating Teacher Collaborate on Assessment (Supervisor fills out)
Online Evaluation Rubric
Quarter- 8th week (Final)
Supervisor and Collaborating Teacher Collaborate on the Assessment
Supervisors, Collaborating Teacher and Candidate Conference
Supervisor assigns final grade
Online Evaluation Rubric Dr. Hill
hillgl@rowan.edu

Dr. Jorgensen
jorgensen@rowan.edu Collaborating Teacher Orientation
You have successfully completed the Collaborating Teacher Orientation! Please proceed to enter your information to receive your professional development hours.

Please click the following link:
https://docs.google.com/spreadsheet/viewform?fromEmail=true&formkey=dGs1dExMMTJXUzZpaWFHUTYtbzF4NlE6MQ Without you, the next generation of teachers will not be prepared.
You touch the future; you teach. You teach not only the children in your classrooms, but also the candidates from Rowan.
Be professional, honest, and fair in your handling of all issues related to clinical practice, and your candidate will grow each day while in your care. Week 1
Organize initial meeting for signing Memorandum of Agreement.
Create a set of emergency plans.
Assist students in setting up observations with other teachers.
Collaborating Teacher continues with regular teaching of classes (learning experience for candidate).


Week 2
Assist student in formulating a project/completing Teacher Work Sample as appropriate.
Discuss opportunity for developing a Unit Plan with candidate.
Continue regular teaching of classes with candidate observing you.
Engage in reflective practice.
Weeks 3 - 4
Finalize project plans with student.
Finalize unit plan with student. (Teacher Work Sample)
Release one or two classes to candidate each week.
Engage in reflective practice.
Weeks 5 - 7
Candidate full-time teacher.
Engage in reflective practice.
Weeks 8 - 9 (Disbanding)
Begin to take classes back one at a time.
Engage in reflective practice.
Collaborate with Supervisor on Performance Evaluation Rubric for Mid-term or Final Grade Arrange for observations of areas that may not be evaluated/available/covered in your classroom, such as:
ELL
IEP
504 Candidate must “Meet or Exceed” Expectations for all indicators to be recommended for certification
Mid Semester (and quarter) – When candidates do not meet expectations, the result may be:
10-Day Plan (86-89)
Discontinuance of Clinical Practice (98-100) Peer-reviewed assessment form distributed by the supervisors
Gathers discipline-specific performance data
Usually has ten or fewer elements
And yes, the supervisor fills this in on the online forms Page 69-79 Handbook Non-Negotiables – How candidate fulfills professional duties and responsibilities to the students and the University
Instructional Planning and Strategies – Lesson plans (daily, weekly, unit)
Subject Matter Knowledge—Understands and knows content
Human Growth and Development – How children develop and learn
Diverse Learners – How to differentiate instruction
Special Needs – How to adapt and modify instruction to accommodate special learning needs
Learning Environment – How to create individual and group setting to encourage positive interaction
Communication – Effective verbal, nonverbal, and written communication
Assessment – How to use multiple assessment strategies and interpret the results
Collaboration and Partnerships – How to build relationships with families and the school community
Dispositions – How to evaluate the effects of their actions on others
Professional Development – Pursues opportunities for professional growth Be both positive and constructive
Identify and discuss/report problems immediately
Mid-terms – Doesn’t count against candidate’s final grade and could provide a wake up call Review plans for lesson
Discuss:
Objectives, connections, activities, assessment
Prepare candidate to accommodate individual differences
Establish a focus during the lesson (I am looking for X,Y,Z) A Handbook for Techniques and Strategies for Coaching Student Teachers – Allyn & Bacon School/District handbook for candidate
Special needs (504, IEP’s)
Discipline Policy
Health and Safety information–Expectations during the following:
Fire drill
Security drills (Various Lockdowns) Provide an area for the candidate to work
Prepare the school/community for your candidate
Map of school – Bathrooms, faculty lounge etc.
Textbooks with teacher editions and curriculum guides
Class lists and seating charts Assume full time teaching by mid point
Team Teaching is permissible
Provide lesson plans one week in advance to university supervisor
Are allowed to volunteer, but are not permitted to be paid for anything Page 8 Handbook Absences
Candidates are expected to be at their school EVERY DAY
Serious illness and loss of immediate family are only exceptions
Contact collaborating teacher and supervisor the night before
Extended illness – Must contact supervisor to make up days
More than 3 days – Supervisor, District, OFE, and Collaborating Teacher must agree on extension Uphold professional attendance policy
Follow Rowan’s calendar for 1st and last day
Follow District’s calendar for holidays and vacations
Semester -
Quarter 3 (first half of spring semester)
Quarter 4 (second half of spring semester)
Dress appropriately
Personal Appearance
Well groomed
Facilitate the learning process in your classroom Page 4 Handbook Supervisor visits every other week
Minimum of 8 visits
Every visit must include an observation except 1st, Midterm, and Final
Minimum of 5 full observations
Midterm – 8th or 9th week
Supervisor and Classroom Teacher Collaborate on Assessment
ONLINE Evaluation Rubric
Final 16th week
Supervisor and Classroom Teacher Collaborate on the Assessment
ONLINE Evaluation Rubric
Supervisors, Collaborating Teacher and Candidate Conference
Supervisor assigns final grade with input from collaborating teacher Clarifies purpose and roles
Supervisor's Role
Candidate’s Role
Collaborating Teacher’s Role Clinical Practice
Candidate
Collaborating Teacher Student Teaching
Student Teacher
Cooperating Teacher NEW TERMS OLD TERMS Overview of Orientation
Memorandum of Agreement
Responsibilities
Evaluation Process
Valuable Information Please review the Frequently Asked Questions that follow.

Afterward, you will be directed to a link. After inputting basic information in that form, you will be eligible for 2 PD hours.

Thank you again! Share your impressions
What was effective
What you learned
What would you change
Don’t be cruel, but be honest
What would you like to see next time
How can the candidate extend the learning Ask candidate to discuss his/her profile
Previous field experiences
Courses taken in particular area
Educational experiences (High School, substitute, coaching etc)
Educational Philosophy All three must sign this memo during the first week acknowledging that everyone is familiar with the expectations. Frequently Asked Questions 1. What would an agenda for the first meeting between you and your teacher candidate include?
(1) Goals, expectations, responsibilities, (2) preparing materials that the candidate will need to be successful and (3) developing a regular schedule for meetings.

2. Is the grading of the Teacher Work Sample Methodology a responsibility of the cooperating teacher?
No, that responsibility falls on the university professor.

3. What are some major responsibilities of the cooperating teacher?
Signing a Memorandum of Agreement, completing an on-line mid-term and final evaluation and meeting with the candidate's supervisor.

4. Must a candidate "Meet" or "Exceed" expectations in all areas of the evaluation to pass clinical practice?
Yes

5. How is the candidate's final grade determined?
The supervisor determines the final grade with input from the collaborating teacher.

6. Is the candidate permitted to take full responsibility of the classroom in the event that the collaborating teacher is absent?
No, a substitute must be assigned to the classroom

7. At what point should the candidate assume full responsibility of the classroom?
Between the 5th and 7th week of the clinical practice.