The Clinical Guidebook for Clinical Educators Mentoring Teacher Candidates Spring 2022

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Table of Contents  Letter to Clinical Educator

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 Types of Clinical Experiences

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 Expectations for Teacher Candidates

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 WP COE Assessment Framework

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 Assessing Teacher Candidates on

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COE Core Competencies  Expectations for Clinical Experience

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(Practicum)  Expectations for Clinical Practice

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(Student Teaching)  Engaging Teacher Candidates in

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Remote Learning  Remote Teaching and Learning

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Roles and Responsibilities  Clinical Supervisor Roles and

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Responsibilities  Roles of Clinical Educator

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 Implementing edTPA @ WP

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 Resources for Clinical Educators

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 Assessments of Teacher Candidates

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Anthology Portfolio Helpful Hints  Assessments and Forms

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 Calendar of events

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January 2022 Dear Clinical Educator: On behalf of the College of Education of William Paterson University, thank you for serving as a clinical educator for one of our teacher candidates during the spring 2022 semester. I appreciate your willingness to provide support and feedback to our teacher candidates as they experience first-hand the myriad responsibilities of teaching. This booklet outlines expectations for the teacher candidate, resources and assessment procedures. Four webinars (one required) to support clinical educators as mentors have been scheduled for spring 2022. A link to access all webinars will be sent in an introductory e-mail and may be found within the OFE calendar webpage. Webinar: edTPA in the Classroom Wednesday, February 9, 2022, 4:00pm – 5:00pm Webinar: Being a Teacher Educator and Mentor Tuesday, February 15, 2022, 4:00pm – 5:00pm REQUIRED: Webinar: Assessment of Teacher Candidates Wednesday, February 16, 2022, 4:00 pm – 5:00pm or Thursday, February 17, 2022, 4:00pm – 5:00pm Webinar: The Co-Teaching Partnership Wednesday, March 2, 2022, 4:00 pm – 5:00 pm

We understand that you are very busy and we would like to provide support in the most accessible way. These webinars are our opportunity to do just that and to “meet with you,” virtually, and answer any questions you may have regarding being a teacher educator. Please call 973-720-2108 if you have any questions.

Margaret Renn Director, Office of Field Experiences

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Types of Clinical Experiences (Placements) Early Childhood (P-3) Clinical Experience (practicum): one day per week in a pre-K setting Clinical Practice I: three days per week per semester in a K-3 setting Clinical Practice II: five days per week for one full semester in a K-3 setting Elementary Education (K-6) Clinical Practice I: three days per week per semester in a K-6 setting Clinical Practice II: five days per week for one full semester in a K-6 setting Secondary Education (K-12) Art, English, Math, Science, Social Studies, World Language Clinical Experience (practicum): one day per week in a 6-12 setting Clinical Practice I: three days per week per semester in a 6-12 setting Clinical Practice II: five days per week for one full semester in a 6-12 setting Music Education MUSI 3290- undergraduate: one day per week in an elementary setting Clinical Practice I: two days per week per semester in a K-12 music setting Clinical Practice II: five days per week for one full semester in a K-12 music setting Physical Education PETC 3970- undergraduate: one day per week in an elementary setting PETC 3980- undergraduate: one day per week in a high school setting Clinical Practice I: three days per week per semester in a K-6 setting Clinical Practice II: four days per week for one full semester in a 6-12 setting Special Education Clinical Experience (practicum): one day per week in a resource room or self-contained classroom

Special Education Clinical Practice Co-Taught, Inclusion Classroom: the candidate works with both general and special education students and general and special education teachers. Inclusion Classroom with Push-in and/or Pull-out: the candidate works with both the general education students and teacher as well as the in class support/resource teacher following the classified students from the class.

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WILLIAM PATERSON UNIVERSITY OFFICE OF FIELD EXPERIENCES Expectations for Teacher Candidates

To be reviewed during the initial meeting between the teacher candidate, clinical educator and clinical supervisor. Overview: The triad, consisting of the teacher candidate, clinical educator, and clinical supervisor, will:  Review the expectations and procedures (see Clinical Experiences Handbook) of the clinical experience.  Share emergency and general contact information (including the clinical educator’s school e-mail address).  Set up observation schedules (2 for clinical experience, 4 for clinical practice I, & 8 for clinical practice II).  Confirm receipt of booklet links and workshop information.  Will conduct post-observation conferences after each observed lesson to discuss strengths, areas for improvement and goals for the next observation. Attendance: The teacher candidate will:  Be on time and follow the school district’s schedule and attendance expectations.  Notify the clinical educator and clinical supervisor immediately of any unavoidable absence. Planning: The teacher candidate will:  Provide a written lesson plan (in the recommended format) to the clinical educator and clinical supervisor at least two days before date of observed lesson, so that it can be reviewed and feedback can be provided.  Discuss classroom management and any different techniques planned to be used by the student beforehand.  Use the resources located in the school, but also show initiative in finding outside resources such as those available in the WPUNJ Curriculum Library.  Check with the clinical educator before making important decisions (e.g., parent communications, grades, tests and assignments, snacks and allergies).  Put up and take down monthly bulletin board displays.  Follow the district/clinical educator’s curriculum and schedule.  Be familiar with the New Jersey Student Learning Standards. Dispositions: The teacher candidate will:  Display a positive attitude and dedication to teaching.  Be familiar with and follow all school district policies (e.g., report cards, dress, field trips), demonstrate confidentiality and behave in a professional manner at all times.  Seek to improve teaching skills and ask for both positive feedback and constructive criticism.  Treat all students equitably – with caring and fairness. NOTE: Teacher candidates are not permitted to serve as substitute teachers during their clinical work.

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College of Education William Paterson University Assessment Framework The College of Education at William Paterson University has identified eighteen (18) core competencies that all teacher candidates need to demonstrate a mastery level of proficient by the end of the clinical practice. These competencies are rooted in the national (InTASC), state (NJ Professional Standards for Teachers and NJ Student Learning Standards) and local (district) standards of the profession and ensure that teacher candidates completing the teacher preparation program have the fundamental skills and knowledge to be a beginning teacher.

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Assessing Teacher Candidates on the COE Core Competencies The College of Education has adopted the Continuum of Teacher Learning (Feinman-Nemsar, 2001) as a framework for our initial teacher preparation programs and advanced educator programs. Feiman-Nemser, S. (2001) From preparation to practice: Designing a continuum to strengthen and sustain Teaching. Teacher College Record, 103(6), 1013-1055

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Expectations for Clinical Experience (Practicum) Candidates What Teacher Candidates Should Do

 Observe, assist, plan and gradually implement lessons and units, where appropriate, using the coplanning and co-teaching strategies along with varied materials, technologies, and instructional formats.  Assist with classroom routines (e.g., attendance, bulletin board designs, grading classwork and homework, and grade books).  Assist with classroom instructions (e.g., one-to-one, small group, large group) to promote learning, social interaction, and student collaboration.  Demonstrate professional teacher behavior, appropriate appearance, positive attitude, and commitment (e.g., respect for students, punctuality, appropriate relationship between student and teacher, willingness to accept and act on constructive feedback).  Demonstrate positive and nurturing attitude working with children and young adults.  Maintain and promote high expectations for self and students.  Observe, reflect upon, and gradually implement appropriate techniques for classroom management.  Use good judgment in handling classroom emergencies or problematic student interactions.  Participate as a member of a team both within and external to the classroom (e.g., faculty meetings, Child Study Team meetings, professional development workshops, grade-level meetings, parent conferences).  Assess progress of students on a short and long-term basis.  Visit another teacher who is teaching the same or a similar area, if possible. NOTE: Teacher candidates are not permitted to serve as substitute teachers during their clinical work. A clinical supervisor will visit at least twice during the semester to observe and talk with the student. (See specific program requirements within departments.) The supervisor will discuss the students' progress with the clinical educator. Both the clinical supervisor and the clinical educator must submit a final report about the extent to which the student has fulfilled clinical experience (practicum) expectations.

The aforementioned information is a guide for the candidate, clinical educator, and clinical supervisor. The clinical supervisor may not necessarily observe all of these behaviors.

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Expectations for One Semester Clinical Practice (Student Teaching) Candidates Expectations for CP I and CP II may be found within the WP Clinical Experiences Handbook (https://www.wpunj.edu/coe/departments/field/handbook-files/expectations-and-protocols-for-all-teacher-candidates.html)

What Teacher Candidates Should Do Week

1

2-3

4-6 5

7-8

9-14

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Activities Observe clinical educator teaching, become familiar with school operation, assist with clerical tasks, learn use of AV equipment, work on lesson plans, and work on bulletin board. Begin co-teaching using One Teach, One Observe; Station Teaching; One Teach, One Assist strategies.

Begin co-teaching a class. Continue observing and co-teaching with the clinical educator, i.e., grading papers, recording grades in grade book. Begin developing lesson plans for a two week unit, etc. May observe other quality teachers in the building. Increase co-teaching.

Begin taking the lead in co-planning and co-teaching many of the classes. Co-Teach many of the classes. Clinical educator co-plans and assists during lessons.

Teach all day implementing co-teaching methods. The teacher candidate performs all teacher responsibilities such as lesson planning and recording grades after co-planning and discussions with the clinical educator. Take the lead in the co-planning and co-teaching model and teaching all day and has assumed all responsibilities, e.g., attending faculty meetings, hall supervision, attending parent-teacher conferences. The clinical educator is focusing on struggling students while observing the teacher candidate to be assured that all students are learning. Meet daily with your clinical educator to discuss the day's accomplishments, tomorrow's lesson plans, best methods of presentation, areas for improvement, etc.

Gradually turn all classes and responsibilities back to the clinical educator. Observe other quality teachers in the building. Write a thank-you note to the clinical educator and principal.

NOTE: This is a guide only. The philosophy of the cooperating school, the style of the clinical educator, the maturity of the teacher candidate, etc., will determine the actual clinical practice program for each WPU student. Please see handbook for responsibilities not necessarily mentioned in this guide that are considered essential during the student teaching experience.

NOTE: Teacher candidates are not permitted to serve as substitute teachers during their clinical work.

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Expectations for Two Semester Clinical Practice I & II (Student Teaching) Candidates Expectations for Clinical Practice I and Clinical Practice II may be found within the WP Clinical Experiences Handbook (https://www.wpunj.edu/coe/departments/field/handbook-files/expectations-and-protocols-for-all-teacher-candidates.html)

What Teacher Candidates Should Do

Week

Semester I – CP I

1-5

 Observe the clinical educator modeling effective teaching practices.  Become familiar with school operation, assist with clerical tasks, learn use of AV equipment, work on lesson plans.  Establish relationships with the students, becoming familiar with student needs, interests, and profiles.  Begin co-teaching using One Teach, One Observe; Station Teaching; One Teach, Once Assist strategies.  Observe methods in which the clinical educator collects and records student data to implement data based decision-making.  Arrange a minimum of four (4) observations in collaboration with your clinical educator and supervisor.

6-15

 Utilize relationships with the students and understanding of student profiles to facilitate all classroom activities.  Work together as a team, co-planning and co-teaching effective teaching practices, including differentiated instruction. (The teacher candidate and the clinical educator may vary the lead teacher role giving both clinical educator and teacher candidate opportunities to demonstrate effective teaching practices.)  Implement and practice consistency in classroom management procedures.  Co-facilitate pre- and post-lesson conferences to evaluate, reflect, answer questions and plan for future lessons.  Begin collecting and recording student data to implement data-based decision-making.  Integrate into the school culture and school; and learn about community resources available to support academic achievement of diverse learners.

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Week

Semester II – CP II

1-14

 Establish relationships with the students, becoming familiar with student needs, interests, and profiles. (If beginning CPII in the fall.)  Arrange a minimum of eight (8) observations in collaboration with your clinical educator and supervisor.  Teach all day and assume all responsibilities, e.g., attending faculty meetings, hall supervision, attending parent-teacher conferences.  Utilize the clinical educator as another instructor in the classroom in either co-teaching or working with struggling students.  Meet daily to discuss the day's accomplishments, tomorrow's lesson plans, best methods of presentation, areas for improvement, etc.  Integrate into the school culture and school; and learn about community resources available to support academic achievement of diverse learners.  Implement and practice consistency in classroom management procedures.  Utilize relationships with the students and understanding of student profiles to facilitate all classroom activities

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 Write thank-you notes to the clinical educator and the principal.

NOTE: This is a guide only. The philosophy of the cooperating school, the style of the clinical educator, the maturity of the teacher candidate, etc., will determine the actual clinical practice program for each WPU student. Please see handbook for responsibilities not necessarily mentioned in this guide that are considered essential during the clinical practice experience.

NOTE: Teacher candidates are not permitted to serve as substitute teachers during their clinical work.

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Engaging Teacher Candidates in Remote Teaching and Learning within a Hybrid Classroom Each new school year begins with excitement and some challenges. The 2021/2022 school year is beginning in a new landscape, which brings new challenges. This is a list of possible ways a teacher candidate (student teacher) can help teachers, and the school staff in providing a rich teaching and learning environment that supports students’ academic growth and social emotional well-being. This is not an exhaustive list. As we navigate our new teaching and learning landscape, we will discover additional ways that teacher candidates can have a meaningful impact on students, teachers and the school as a whole. These actions and support are in addition to the supports that teacher candidates provide in a traditional classroom setting. General    

Work with clinical educator to effectively utilize/integrate digital platforms and apps Help manage classroom calendar/schedule Help organizing materials and resources Assist with classroom set up (beginning of year and daily): organizing desks, chairs, dividers, materials, bulletin boards, signs  Troubleshoot technology issues when in school but some students are remote  Participate in school based procedures (entrance, exit, maintaining social distancing etc.) Preparing Instruction              

Prepare and monitor asynchronous learning lessons and activities Create interactive presentations/activities using PearDeck, Kahoot, Quizizz, etc. Develop topics for classroom meeting time Develop topics for journal entries Create lists of online resources by subject area and topic (for students and/or families) Create surveys Create screencasts for a given course Demonstrate new teaching technology and technology based teaching ideas with the clinical educator Find or create "how-to" tutorials for students on how to use the technology/program or academic based topics e.g. Writing - how to write a paragraph Develop Mindfulness/ Social Emotional Activities that can be run live (with teacher present) and them leading, or that can be posted for student collaboration to occur Investigate online "National Library of Virtual Manipulatives" to help when planning for students' "hands-on" investigative constructivist approach to problem solving. Refer to Kathy Schrock's sites to find variety of student Web-based PROJECTS (K-12, most subjects) ... and her site for wide range of RUBRICS essential for students to understand expectations and for fair, objective evaluations. Create phone-only classroom supports that do not require video (given many P-12 students do not have access to computer, or have to share at home) Create enrichment options such as directed drawing videos, STEM challenges, or math/logic activities.

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Teach face to face while clinical educator teaches remotely Teach remotely while clinical educator teaches face to face Provide one-to-one support for students who need individualized attention, virtually or face to face  Run a small group session for students who need extra support, virtually or face to face  Run a small group session for students who need enrichment, virtually or face to face  Run small group study sessions, virtually or face to face  Troubleshoot student technology issues during lessons  Participate in Google meet (or similar) to generate and guide student discussion or provide explicit instruction  Oversee an online “center” or “station” (virtual breakout groups)  Video clinical educator in classroom for students who are remote  Monitor comments on classroom message boards for appropriateness & to relay questions to clinical educator Feedback & Assessment  Use Google Platforms (or other LMS) to help in assessing and monitoring student work.  Grade assignments  Provide specific feedback on student work  Conduct reading assessments at elementary level  Create performance assessments (formative and summative) Diversity, Equity, and Inclusion     

Provide “real time” support for students who need assistance during a lesson Create modifications for face to face and/or remote lessons as needed for students with identified special needs Help clinical educators develop lessons and activities that address socio-emotional learning needs Provide social and emotional supports to students Screen websites and videos with diversity, equity and inclusion lens (e.g., “Is this antiracist? Are our list of websites diverse, accessible, inclusive?”)

Family Support     

Follow up with families Track student attendance and investigate student absences Create a family resource page. Items can include local food pantries, rental/mortgage assistance, user friendly student websites for learning and for fun, online books, etc. Family Communication: Email/text families to share GOOD news, provide remote learning help, share new unit objectives, general expectations etc. Create or live stream "before school" or "after school" virtual club so students have something else to do once school ends

Adapted from Caroline Murray, Director of Clinical Internships, Montclair State University

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Remote Teaching and Learning Roles and Responsibilities During remote learning, teacher candidates are expected to remain active in planning and instruction. TCs should co-plan with their clinical educators(s) and continue to deliver instruction as much as possible. All policies, procedures and expectations outlined in the Clinical Experiences Handbook remain in place and will be adapted for remote learning as follows:

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● ● ● ● ● ● ● ●

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Take initiative to become involved in remote learning, See Engaging Teacher Candidates in Remote Teaching and Learning within a Hybrid Classroom Consider taking on specific tasks or subject areas, or continue to teach subjects for which you were responsible for last semester. Locate or create resources based on the needs of the class and the curriculum. Be sure you understand and follow all district guidelines regarding remote instruction. Ensure the school district has a copy of your substitute license so you may participate in synchronous remote instruction. Work with your clinical educator to arrange for virtual observations following the Virtual Observation Guidelines. Maintain daily communication with your clinical educator. Maintain weekly contact with your supervisor. Engage in remote meetings with your supervisor at least every other week. Respond to all emails from the college or the district promptly. If you are having difficulty engaging in remote learning for any reason (e.g. technology access, technology issues, lack of communication from your clinical educator or supervisor) contact the Office of Field Experiences. Maintain a log of all activities during remote instruction.

The following are guidelines for safety and professionalism for all video or virtual communication with P12 students. When communicating via video and/or virtual means, teacher candidate should: ● ● ● ● ● ● ●

● ● ● ●

Clearly identify yourself by name and role. Follow any and all guidelines provided by the district and your clinical educator. Be respectful of students’ privacy and feelings. Obtain your clinical educator’s approval for any video before distributing to students. Be sure that there are no personal or inappropriate items or images in the frame of the image. Ensure that you are dressed professionally if you appear on screen. Ensure that no other people appear in the images unless you have written permission to include them from your clinical educator and those people adhere to standards of professional dress and behavior. Ensure that no animals appear in synchronous or asynchronous video recordings unless you have written permission from your clinical educator to include the animal(s) to support learning. Use clear, concise, appropriate speech and text images. Discuss your plans with your clinical educator and document them in writing before any virtual meetings or activities with students. Document a summary and share with your clinical educators after any virtual meetings or activities with students.

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Clinical Supervisor Role and Responsibilities ●

Remain in communication with the teacher candidate weekly.

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Meet virtually with the teacher candidate at least every two weeks.

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Conduct the same number of required observations as in-person teaching.

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Conduct observations virtually using the Virtual Observation Guidelines.

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Maintain biweekly communication with the clinical educator.

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Work with the clinical educator to create a plan for the teacher candidate’s role in remote learning. Possibilities for the teacher candidate include:

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Recording asynchronous lessons to share with students

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Creating lists of enrichment and extension activities for students

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Working with small groups

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Leading virtual morning meetings

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Leading synchronous instruction

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Organizing and creating asynchronous instruction

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See Engaging Teacher Candidates in Remote Teaching and Learning within a Hybrid Classroom

If the teacher candidate is not fully engaged in remote learning, contact the Office of Field Experiences and create alternative activities for them such as: ○

Observing lessons of exemplary teachers and reflecting on them

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Creating recorded lessons or activities to share in the eTOP library

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Complete all required assessments for the teacher candidate.

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Communicate with the teacher candidate’s seminar instructor and the Office of Field Experiences if the student is not progressing or is not gaining enough experience to assess the teacher candidate’s progress towards certification. This communication should happen as soon as there is a concern.

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Role of the Clinical Educator ●

View the teacher candidate as a partner in designing and delivering instruction. See Engaging Teacher Candidates in Remote Teaching and Learning within a Hybrid Classroom

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Share specific areas where the teacher candidate may be able to independently create learning activities or extension opportunities for students.

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Provide the teacher candidate as much opportunity as possible for professional practice and growth.

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Provide the teacher candidate frequent feedback.

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Provide access, as much as possible, to district technology resources such as Google classroom, flipgrid, etc.

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Maintain daily communication with the teacher candidate.

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Maintain biweekly communication with the teacher candidate’s clinical supervisor. Contact the clinical supervisor with any concerns.

Role of the School District and Clinical Educator ●

Provide teacher candidates with district email addresses and access to all technology platforms.

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Encourage clinical educators and other staff members to view teacher candidate’s as an asset to remote learning and engaging them to involve them as much as possible. See Engaging Teacher Candidates in Remote Teaching and Learning within a Hybrid Classroom.

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Support the clinical supervisor in conducting remote observations of the teacher candidate. See Virtual Observation Guidelines.

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Include teacher candidates in professional development opportunities that are available to district instructional staff, including those focused on virtual or remote instruction.

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Implementing edTPA at WP The College of Education (COE) of William Paterson University is in the process of implementing all of the changes required of teacher preparation institutions, including the new performance assessment, edTPA. The COE has adopted all of the new requirements from the NJ DOE administrative code for licensure, including the new performance assessment, edTPA.

The NJ DOE notified all districts through a broadcast memo of September 13, 2016 that, “The edTPA is an assessment completed during the clinical component of a teacher preparation program (e.g., student teaching) and measures a teaching candidate’s ability to plan and deliver a lesson, evaluate student learning, and reflect on his or her practice….”

All William Paterson University clinical interns (student teachers) will be completing the edTPA assessment.

Resources and Information for Teacher Candidates, Clinical Educators and Supervisors 

Implementing edTPA at WP Website (a link is located on the front page of the Office of Field Experiences webpage)

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Implementing edTPA at WP Guidebook (blue booklet provided by teacher candidates)

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edTPA in the Classroom Webinar (The link is available in the OFE calendar and is emailed to all Clinical Practice I and Clinical Practice II clinical educators)

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Implementing edTPA: Information for School Districts and Clinical educators Booklet (an informational booklet sent with all placement requests)

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Important Resources

The Clinical Experiences Handbook outlines the expectations for teacher candidates and provides important information for clinical educators and clinical supervisors. The Clinical Experiences Handbook is available online with links to each chapter (see below).

Clinical Experiences Handbook The handbook may be found on the William Paterson University website under the Office of Field Experiences. The QR Code below will direct you to the handbook.

            

Expectations and Guidelines for all Teacher Candidates Clinical Experience (Practicum) Expectations Clinical Practice I Expectations Clinical Practice II Expectations Professional Dispositions Co-Teaching Lesson Planning Clinical Journals Assessment of Teacher Candidates Anthology Portfolio: On-line Assessment Process Policies and Legal Responsibilities Implementing edTPA at WP And more….

General Clinical Experience Information: QR Code to the Office of Field Experiences Home Page.

Contact: Margaret Renn Director, Office of Field Experiences [email protected] 973-720-3978

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Assessment of Teacher Candidates Procedures

The College of Education has moved all assessment and evaluation systems to Anthology Portfolio, an on-line assessment platform. The Anthology Portfolio system is very easy to use and comes with a Quick Start Guide. This guide will be e-mailed to you from the Office of Field Experiences. It can also be found in the Clinical Experiences Handbook (see page 13 for website address).

 You will receive all assessments and evaluations by e-mail from Anthology Portfolio. Your teacher candidate will request your school e-mail address to which all assessments and evaluations will be sent from Anthology Portfolio.  The assessments and evaluations will be sent to you based upon the appropriate time to complete the documents. A schedule for completing the assessments, based upon the teacher candidate’s field experience, can be found in the Clinical Experiences Handbook.  The assessments that you complete for the teacher candidate will be delivered directly to the teacher candidate and the Office of Field Experiences once saved. You will not need to mail any forms. All forms and assessments must be completed in order for students to receive a Pass/Fail grade for their field work. Anthology Portfolio Helpful Hints

1. Use the link “Go to Anthology Portfolio” within the Anthology Portfolio e-mail to login with your e-mail address. Please use Google Chrome. 2. To see all assessments, select Menu, then Assess. This will provide you the status of the assessments assigned to you. 3. Click on “Pending” assessments, then select “Assess” to complete them. 4. The assessment will contain a rubric with ratable criteria and, in some cases, a narrative report or form. 5. If any narrative forms/reports are included, please complete the narrative first. If the narrative is not visible, select the four white arrows at the top to the left of the save button. The narrative should be visible at that time. All fields must be completed. Once complete with the narrative, select the Save button at the bottom. 6. Then, please complete the rubric. Select Save at the top right. A green pop-up box will appear in the upper right with an average score of the criterion. You will know that the report is complete once a numeric score displays. 7. To re-assess or correct an assessment, follow the directions outlined in 2 and then click on Completed Assessments in the lower right. Select assessment and click on Re-assess.

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Assessments and Forms

Your teacher candidate will request your school e-mail address and provide it to the Office of Field Experiences so that the Office of Field Experiences can communicate with you and send all necessary assessments and forms. An introductory e-mail will be sent to that address with important information and links to the Clinical Experiences Handbook. Assessments & Forms for Clinical Experience (Practicum) Teacher Candidates - Clinical Educator Survey - Observation Assessment (1 rubric element and a narrative report) - Final Report (20 rubric elements) - Evaluation of Supervisor To be completed by Wednesday, May 11, 2022. Assessments & Forms for Clinical Practice I (P-3, K-6, K-12) Teacher Candidates Clinical Educator Survey Clinical Practice I Interim Report with Observation (20 rubric elements and a narrative report) - Clinical Practice I Final Report (20 rubric elements) To be completed by Wednesday, May 11, 2022. -

Assessments & Forms for Clinical Practice I (Music, PE) Teacher Candidates Clinical Educator Survey Clinical Practice I Interim Report with Observation (20 rubric elements and a narrative report) - Clinical Practice I Final Report with Narrative Final Report (20 rubric elements and a narrative report) - Evaluation of Supervisor To be completed by Wednesday, May 11, 2022. -

Assessments & Forms for Clinical Practice II Teacher Candidates -

Clinical Educator Survey (if needed) Clinical Practice II Interim Report with Observation (20 rubric elements and a narrative report) Clinical Practice II Final Report with Narrative Final Report (20 rubric elements and a narrative report) Professional Organization Assessment (Assessment 4) Evaluation of Supervisor

To be completed by Wednesday, May 11, 2022.

Contact Pat Grosso, 973-720-2108, for help with Anthology Portfolio.

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Spring 2022 Webinars and Events Webinars for Clinical Educators EVENT

DATE

LOCATION th

REQUIRED Webinar: Assessment of Teacher Candidates

Wednesday, February 16 OR Thursday, February 17th

Webinar: edTPA in the Classroom

Wednesday, February 9th

Webinar: Being a Teacher Educator and Mentor

Tuesday, February 15th

Webinar: The Co-Teaching Partnership

Wednesday, March 2nd

Webinar link will be e-mailed

4:00 p.m.-5:00 p.m. Webinar link will be e-mailed

4:00 p.m.-5:00 p.m. Webinar link will be e-mailed

4:00 p.m.-5:00 p.m. Webinar link will be e-mailed

4:00 p.m.-5:00 p.m.

Events for Clinical Practice II Interns (Student Teachers) Panel of Principals & Superintendents (Teacher Candidates)

Monday, May 9th, 2022 5:00 p.m. – 7:00 p.m.

University Commons Ballroom C