Roles and Responsibilities for

University SupervisorsAugust 2015

Purpose of PowerPoint

Thank you for helping our teacher candidates in their last and very important field experience as

a student teacher. Without you, our students could not complete their training.

This PowerPoint will introduce you to or help clarify the roles and responsibilities of a

University Supervisor. The slides will also serve as a resource for your work.

Information for University Supervisors

• Handbook– Responsibilities are outlined in each student teaching handbook.

– Handbooks can be found on http://

www.bvu.edu/bv/teachered/policies-handbooks.dot• Webpage

– http://www.bvu.edu/bv/teachered/resources/ (Choose University Supervisors)

• Education Coordinator– Contact the Education Coordinator or Student Professional

Experiences Coordinator with specific questions you have

Meeting Your Student Teacher

Once you have been assigned to a student teacher, please

– Make contact with him/her– Introduce yourself – Exchange contact information– Review your role with the student teacher– Emphasize that open and frequent communication

is necessary for this experience to be successful and as rich as possible

Meeting Your Student Teacher

• Student teacher/cooperating teacher/university supervisor meetings– Some sites hold these meetings to introduce one

another and to review student teaching requirements with a BVU staff member

– This meeting is not to be considered the initial visit for the student teaching placement (which is to be conducted on the school site).

Visiting Your Student Teacher

• The state of Iowa requires the following, “Involvement of the college or university supervisor in the formative evaluation of practitioner candidates through a minimum of biweekly observations and consultations.”

• Therefore the number of visits you will complete will depend on the length of the student teaching placement.

Visiting Your Student Teacher

Placement Length Visits

4 weeks Initial visit/consultation + 1 or 2 Formal Observations

8 weeks Initial visit/consultation + 3 Formal Observations

14 weeks Initial visit/consultation + 6 Formal Observations

16 weeks Initial visit/consultation + 7 Formal Observations

• Visits should be conducted the first week and then every other week thereafter until the total number of initial visit and formal observations are completed

• Additional visits may be required to support a student teacher. Making additional visits should be discussed with the Student Professional Experiences Coordinator or Education Coordinator/Advisor prior to doing so.

Arranging Visits• Arrange times for classroom visits so that you can

observe the student teacher from the beginning of a lesson through the end.

• Arrange visits so there is time to discuss progress, give suggestions, receive input, etc in conversations with the:– student teacher in a 2-way conference in private– cooperating teacher in a 2-way conference in private– cooperating teacher and student teacher in a 3-way

conference

Prior to the Classroom Visit• Before entering any classroom, please go to

the office to identify yourself and let the school know you are there for a student teacher visitation.

• Please meet and thank the principal for allowing the BVU student teacher to have this experience in the building

• If you don’t have a BVU name badge, please let us know and we will get one for you.

Initial Visit• Conduct this visit during the first week of school• Meet with the student teacher and cooperating

teacher to:– review the student teaching handbook – explain policies and procedures – describe what will happen when you come to visit – answer any questions – thank the cooperating teacher for hosting the

student teacher; review responsibilities if asked

Initial Visit and Student Teacher

• During the Initial Visit, please review with your student teacher your expectations regarding:– Submission of Weekly Reflections in Canvas– Submission of Lesson Plans prior to your formal

observations– The importance of communicating during the

experience– Other information as necessary and desirable

Initial Visit and Cooperating Teacher• During the Initial Visit, please review with the

cooperating teacher:– The importance of communicating during the experience– Forms that must be completed

• Student Teaching Experience Checklist (the student will submit this within Canvas)

• 2-Week Evaluation completed within Canvas• Mid-Term Evaluation completed within Canvas• Final Evaluation completed within Canvas• Final Grade sheet submitted on paper to you

***Note: descriptors for evaluations are found in the student teacher handbook

Initial Visit Form

• Complete the Initial Visit/Consultation Form found in the student teacher handbook or online http://www.bvu.edu/bv/teachered/resources/university-supervisors.dot

• Write on the form what you discussed with the cooperating teacher/student teacher

• Have the student teacher and cooperating teacher sign and date the form

• You will also need to sign and date it

Formal Observations• These visits will need to be scheduled between the

student teacher and you. During this visit you will need to complete a Lesson Observation Form and a University Supervisor’s Observation Form.

• The number of formal observations will depend on the length of the student teaching placement. (Please refer to chart on slide #7)

• Copies of these forms can be found in the student teaching handbook http://www.bvu.edu/bv/teachered/resources/university-supervisors.dot

Formal Observation and the Cooperating Teacher

• Upon arrival for each of the visits, please take a moment to meet with the cooperating teacher to ask if he/she has any questions/concerns, areas of improvement the students needs to focus on, etc. Please feel free to take notes and report back to the University.

• Any time a concern arises, please contact the Student Professional Experiences Coordinator or Education Coordinator/Advisor immediately.

Lesson Observation Form

• Please enter a code in the blank for each section of the lesson you observe

• Code: 4 = Definite Strength, 3 = Acceptable Range, 2 = Needs Additional Work, 1 = Not Acceptable, X = Not Observed

• (P= Pillar referenced in mid-term and final evaluations InTASC = InTASC Standard referenced ITS = Iowa Teaching Standards)

• Checklist requirements listed in bold must be observed during each classroom lesson

Lesson Observation Form

• The form is available for Supervisors on the Teacher Education Materials website in a version with narrower margins that allows more room in the comment section of the form.

• Reminder: Each section of the form should be marked with a code, not each item on the observation form.

Probes for Lesson Observation• Not everything on the Lesson Observation

form is actually observable.

• Probes are intended as a guide for discovering information that is not observable. The probes are optional to use.

• Probes also contain web addresses for information on Inquiry-Based, Authentic and 21st Century Skills instruction.

Formal Observation and the Student Teacher

• At the conclusion of each observation, sit down with the student teacher one-on-one to go over the results of the lesson.

• Carefully review how the lesson plan compared to the actual lesson, questions/concerns you had with the lesson, and always encourage reflective questioning.

• Remember, your job is to be a positive motivator and yet be able to provide constructive feedback to the student teacher.

• Always give suggestions on how to improve and be sure to highlight items the student teacher did well.

• Include the cooperating teacher in a 3-way conference during or after your conference with the student teacher.

Extra Visits and Communication• If you believe that a student teacher needs more

support from you than visits every other week, please contact the Student Professional Experiences Coordinator or Education Coordinator/Advisor to schedule more visits.

• If, at any time, there are questions or concerns that have been raised either by you or the cooperating teacher, contact the Student Professional Experiences Coordinator or Education Coordinator/Advisor immediately.

Growth Plan• A Growth Plan is a tool to help students be successful if

the cooperating teacher or the university supervisor believes there is a need for a specific plan for improvement.

• The growth plan can be completed after the identification of a need for improvement with input from the Cooperating Teacher, Student Teacher, and the Student Professional Experiences Coordinator or Education Coordinator/Advisor.

• Contact Student Professional Experiences Coordinator or Education Coordinator/Advisor if you believe a student teacher needs a Growth Plan.

Weekly Reflections

The student teachers complete a written reflection each week throughout the student teaching experience. These reports consist of a reflection based on various guiding standards such as the BVU Teacher Education Program Pillars, InTASC standards, and the Iowa Teaching Standards. Each reflection has a set of guiding questions based on that week’s theme.

Weekly Reflections• The student teachers are to submit Weekly

Reflections into Canvas no later than Saturday evening at midnight.

• Reflections 1-7 are to be submitted no later than midnight Saturday, and Reflection 8 is to be uploaded no later than midnight Friday.

• There are no rubrics for Weekly Reflections. You may respond to the student teacher’s Weekly Reflections in the manner you choose.

Canvas• Student teachers will submit their Weekly

Reflections in Canvas for you to review and comment.

• You will complete the Final Evaluation in Canvas.

• Cooperating teachers will complete the mid-term and final evaluations in Canvas.

• Cooperating teacher, student teacher and supervisor can all read what is uploaded into Canvas.

Canvas Help

For Canvas assistance, please contact Leah Schimmer (located in Storm Lake) By phone 712.749.2156 By email at schimmerl@bvu.edu Her office hours are M-F 9am-3pm.

Cooperating Teachers and Student Teachers are also welcome to contact Leah with Canvas questions and issues.

Cooperating Teachers and CanvasPlease remind cooperating teachers that they

will receive Canvas login information and instructions from Leah Schimmer to their school email address.

Please monitor Canvas uploads by cooperating teachers and student teachers. If there is an absence of uploads, either assist the cooperating teacher/student teacher or contact the Student Professional Experiences Coordinator or Education Coordinator/Advisor.

Final Evaluation• Final Formal Observation: This visit will be scheduled

between the student teacher, the cooperating teacher, and you. During this visit you will need to complete the Lesson Observation Form and the University Supervisor’s Observation Form.

• At this meeting, you and the cooperating teacher can complete the final evaluation and final evaluation grade sheet. The Final Evaluation is completed within Canvas. The Final Grade Sheet is a hard copy form that is turned into the BVU office.

Final Evaluation

• The 5 sections of the evaluation represent the 5 Pillars/Learning Goals

• Each section is broken into the Learning Concepts of each goal

• Each goal is evaluated using the Pillar rubric – The same Pillar Rubrics that were used in key

assignments in coursework

Resource for Final Evaluations in Student Teaching

• Pages 10-16 (in the Elementary/Secondary) Student teaching handbook.

• Brief description about our Pillars (Learning Goals).• Why we evaluate teacher candidates using Pillar

Rubrics.• What it might look like when the Pillars are

evidenced in classroom activities. • Descriptors may also help you when completing the

mid-term and final evaluations of student teachers.

Final Evaluation ExampleExample of an evaluation itemRESPECT FOR DIVERSE LEARNERS AND LEARNING -- The Student Teacher:

P1 A Displays cultural competence: Identifies and strategically uses cultural diversity in his/her students, families, building and community contexts in the classroom.

Student Teacher earns a rating of D P B U NO

Red = Pillar/Learning Goal Blue = Learning Concept of PillarGreen = Aligns with Pillar Rubric

Grading the Student Teacher

• You are responsible for assigning student teacher grades.

• While the cooperating teacher is asked to recommend a grade, the final decision rests with the Buena Vista University supervisor.

• BVU will support the grade you give the student teacher. You must be able to support your grade decision.

Grading• To determine a grade for the student teacher, solicit

input from the cooperating teacher and base the evaluation on the student teacher’s demonstrated abilities at the end of the student teaching assignment.

• You may also consider the – quality of lesson plans– content of Weekly Reflections when considering a final

grade– input from administrators and others who have knowledge

of the student teacher

Checklists

• Checklists are provided in the student teacher handbook and online at: http://www.bvu.edu/bv/teachered/resources/university-supervisors.dot

• The Checklists are meant to be a tool for you to track your responsibilities and visits with your student teacher.

Forms submitted to Student Professional Experiences Coordinator or

Education Coordinator/Advisor • For accreditation purposes, hard copies of these

forms completed by you are required:– University Supervisor Reports

• Initial Visit • Formal Observations to include:

– Lesson Observation Reports – Lesson plans from the formal observations

– Final Grade Sheet• With comments and grade recommended by cooperating teacher

Forms submitted in Canvas by the Cooperating Teacher

• Additionally, for accreditation purposes, you must monitor the submission of these forms completed by the Cooperating Teacher within Canvas:– 2 Week Progress Report – Mid-Term and Final Evaluation

• Please collect these evaluations from the cooperating teacher if paper copies are being used

Mock Evaluation of the Iowa Teaching Standards

• Student teachers are required to have a mock evaluation utilizing the Iowa Teaching Standards and Criteria. The building administrator or cooperating teacher conducts the evaluation.

• Because some students are placed outside of Iowa, some of those schools are not familiar with the Iowa Teaching Standards and do not want to conduct the mock evaluation.– In these cases the university supervisor will conduct the

mock evaluation. There is no required documentation for this.

Mock Evaluation

• The teacher candidate does not need to prepare artifacts for the mock evaluation.

• The purpose of the mock evaluation is:– To give guidance as to what types of artifacts

would help demonstrate the teacher candidate’s proficiency with a particular standard

– To have a little experience with the process

40-Hour Rule

Iowa Code regulating teacher education programs requires University Supervisors to acquire 40 hours of PK-12 classroom experience. 79.12(5) Faculty members engaged in professional education maintain ongoing involvement in activities in elementary, middle, or secondary schools. For faculty members engaged in teacher preparation, activities shall include at least forty hours of teaching a the appropriate grade level(s) during a period not exceeding five years in duration (from Iowa Code, 2015)

40-Hour Rule• Hours for the 40-Hour Rule can be obtained through:

– Substitute teaching – Co-teaching

• One teach, one observe• Station teaching• Parallel teaching• Alternative teaching• Teaming• One Teach, one assist**The setting must be appropriate for the level of teaching the faculty member is engaged in. The activities must involve engagement with students.

40-Hour Rule• This requirement applies to all faculty members who

teach our candidates strategies and methods for teaching. Strategies and methods include: planning, assessment, and instruction.

• For information and the Verification form, please contact the Student Professional Experiences Coordinator or Education Coordinator/Advisor; or go to http://www.bvu.edu/bv/teachered/resources/university-supervisors.dot

Thank You

Thank you for your work with BVU’s student teachers. Your experience and expertise are valued and appreciated

as very important and beneficial to our teacher candidates.