supervisor information spring 2020• the competencies for each domain are numbered to match the ......
TRANSCRIPT
Supervisor Information
Spring 2020
Carolyn Grant
Director, Office of Field and Clinical Experiences
Agenda of Items
• Conducting an Introductory Meeting
• Information on Conducting Observations
• Conferencing Information
• Evaluation Information
• Travel Information
• Syllabi Information
• Asking for Supervisor Assistance
• Handling Problem Situations With Interns
• Common Questions Answered
• Upcoming Training Dates
Conducting an Informational Meeting for Internship II
• This meeting is for the mentor, the intern, and the supervisor to
discuss the expectations of Internship II.
• Schedule this meeting as soon as possible at the beginning of the
semester.
• If you have more than one intern at a school, hold a group meeting.
This will save you a lot of time!!
• Make sure you cover information on observations and evaluation for
Internship II. Also, direct the mentor to edTPA information for mentors on the website http://www2.winthrop.edu/rex/rex/downloads.html
• Stress the importance of regular communication on the progress of
the intern during the semester so any concerns can be addressed at
the onset.
Observations• Observation forms – Make sure you use the correct
observation form for Internship II – Internship II is different in the indicators and in the rubrics. –You need signatures from the observer and the intern on all observations conducted.
• Stress with the mentor the importance of addressing observational data in relation to the indicators on the form. The observation form for internship incorporates SC Teaching Standards 4.0. and data needs to be specific.
• The competencies for each domain are numbered to match the evaluation so make sure all observers know to use the rubric when determining if the intern meets the expectations for each domain on the observation form.
• The observation forms are located at http://www2.winthrop.edu/rex/rex/downloads.html
Observations
• Observations should be fact-based and not opinions of the observer.
• Feedback to intern is crucial – oral and written – from mentor, supervisor and site-based observer. Feedback needs to be specific and the evaluation rubric needs to be referenced when providing feedback so the teacher candidate knows what they need to do in order to make any improvements.
• Allow time for intern to reflect on their lesson before doing post-conference. Even if the conference is right after the observation, allow several minutes for the intern to quietly reflect on the lesson just taught. They have to have ample time to gather their thoughts.
• The two columns to the right on the observation are most important but are frequently left unaddressed, especially the “overall” column. These columns have to be filled in. This documentation is crucial, especially in struggling interns.
For example…An intern may have a great observation that particular day but, in communication with the mentor, along with your documentation, this isn’t the norm. This needs to be documented and discussed with the intern.
It can also be where the lesson you/the mentor/the site-based observer observed on a particular day was not satisfactory in one or more domains but, according to documentation, the norm is he/she performs satisfactorily. This also needs discussion with the intern.
Pre-observation Conferences
For announced observations, a pre-observation conference is required. This is a requirement for Expanded ADEPT. The link for the pre-conference form is on the website: http://www2.winthrop.edu/rex/rex/downloads.html
Be creative with your pre-observation conferences.
• meet at their school
• have them come and meet you on campus
• skype
• do phone conversations
The purpose of the pre-conference is to get the teacher candidate truly thinking about the lesson they will be teaching for you to observe. Conduct the pre-conference a few days before the observation. This gives the intern time to make changes, etc. based upon their pre-conference conversation.
Pre-observation Conference
The pre-observation conference questions should not just be written
down and sent to the teacher candidate to fill out and send back to
you. That defeats the whole purpose of the pre-conference. This is a
time for a candid conversation between you and the teacher
candidate. You can learn so much about their planning and
understanding of the objectives of the lesson being taught.
Pre-observation Conferences
Possible questions/statements to guide the pre-conference:
Walk me through the steps of the lesson I will be seeing.
How will this lesson relate to previous lessons?
What is the focus of your lesson?
What strategies will you use to engage your students?
What are you expecting your students to know and be able to
do at the end of this lesson?
How will you check for your students’ understanding?
What concerns do you have in planning this lesson?
Is there something specific that you would like feedback on?
Post-observation Conferences
Post-observation conferences are required after every
observation. This is such a valuable time for:
the observer to share the data they collected during the
observation,
the observer and the teacher candidate to reflect on the
lesson together, and
the teacher candidate to make goals for improvement
Time definitely needs to be set aside for a face-to-face post-observation conference.
The link for the post-conference form is on the website:
http://www2.winthrop.edu/rex/rex/downloads.html
Post-observation Conferences
Possible questions/statements to guide the
post-observation conference: How do you feel the lesson went? Did it go as you planned?
What other strategies could you have tried during the lesson to…?
Which parts of the lesson do you feel had the greatest impact on learning?
How do you know that the students met the goal/objective of the lesson?
Can you tell me how this lesson will relate to the next lesson you will teach?
Let’s talk about a goal in moving forward.
Here are some things you might consider trying.
Document…Document…Document for the Evaluation
Some points to remember:
Use any notes from discussions you have had with the mentor to substantiate your ratings and comments for both the midterm and the final evaluations.
Ask for the site-based observer’s observation. It can always be given to the mentor and the mentor can email it to you. This person’s feedback is evaluative, just as your data is.
Have the intern complete a self-assessment before the conference (next slide has instructions for that assessment). You can opt to have them email their assessment to you ahead of time or just have it available at the conference.
The mentor should be present during the conference to provide input.
Intern Self-Assessment
• The intern’s self-assessment form is the same as the internship evaluation. (no separate
form) and this self-assessment does NOT need to be uploaded to Via. The supervisor is
the only person in internship that needs to upload documents to Via.
• The intern keeps all documentation in a notebook (lesson plans, observational feedback,
notes from conversations, etc.) and uses that documentation in completing their
assessment regarding their progress in the internship and goals for moving forward.
• The intern and mentor sit together and look at the intern’s data to discuss their thoughts
on the indicator ratings. This is a collaborative endeavor.
• The intern brings self-reflection to the evaluation conference to discuss (if not mailed to
the supervisor ahead of time).
• This self-assessment should not serve as the supervisor’s evaluation assessment. The
supervisor completes the evaluation instrument using his/her documentation and any
documentation from the site-based observer, any feedback from the mentors, etc. Then,
at the conference, the self-assessment is discussed and compared to the supervisor’s
evaluation. Any discrepancies in the intern’s self-assessment ratings and the
supervisor’s ratings should be discussed during the conference. At that time, ratings on
the supervisor’s evaluation can be adjusted to reflect the ratings of the teacher
candidate if the supervisor so chooses.
Via
• At midterm and at final evaluation, you will upload documentation on each
intern to Via. First, you need to scan the following documents for each intern:
*the evaluation document [minus rubric descriptions], *supervisor
observation(s), *the site-based observer observation(s) and *the mentor’s
observations IF the teacher candidate is on a contract.
• Put these documents into a file, naming the intern. (example: pittm-s2020
midterm).
• When in Via, you will see an evaluation rubric (on the right-hand side of the
page) that needs to be completed on each intern you supervise. You transfer
each evaluation domain and indicator ratings to this rubric. Make sure you
SAVE as you enter documentation for each intern in Via.
• Click on supervisor materials at the top of the page and it will take you to
where you upload your documentation.
• Midterm evaluation submission to Via is March 2 and final evaluation
submission is May 7.
Evaluation Continued
• Scanned documents must be originals, with actual signatures.
• Midterm and final grades are recorded on Wingspan.
For the spring 2020 term for Internship II:
*Midterm grades due February 28 by 5:00 PM
*Final evaluation grades for graduate degree interns due May 6 by 3:00 PM
* Final evaluation grades for Senior Undergrads due May 7 by 9:00 AM
Don’t do your evaluations too early! Circumstances may arise that could change the outcome/grade of the evaluation.
• Mileage authorization is due by January 10 (mileage 53.5 cents per mile) to Jamie Larsen in 141 Withers.
• Both travel authorization and travel reimbursement have to have original signatures. (I keep reminding you throughout the ppt. )
A travel sample (both authorization and reimbursement forms, with specific details, follows on the next few slides. The sample shows Internship I, however, the process if the same for Internship II.
Top of Travel Authorization Form – Notes and Example
Travel economically – If you have more than 1 intern at a school, then try to visit all of the interns on the same
visit.
Full-time WU faculty need to compute mileage in the “most economical means possible” either from home or
from WU.
Adjunct faculty can compute mileage from home.
Travel from school to school is calculated directly from one school to another.
An updated “round trip” mileage chart is on the Rex Institute site under Handbooks and Forms. When
traveling to a school that may not be on the chart or when traveling school to school, travel needs to be
computed using Google Maps. Please note that Internship II does require more visits than Internship I. “Pad”
your authorization amount some in order to include any extra visits you may have to make to a school.
Lower Portion of Travel Authorization – notes and example
The amount you calculated in the justification box goes beside “Mileage” (not transportation).
Add amount to “Total Requested”.
We cannot accept authorizations that have been scanned. Signatures have to be the original
signature. If you can’t bring the authorization by 141 Withers, then mailing it will work.
Please keep a copy of your authorization for reference in the event you may need to revise the
amount.
Top Portion of Travel Reimbursement – notes and exampleMake sure you use the correct mileage rate. Remember to sign and date at the bottom (original signature).
The sample below shows travel from Winthrop, but remember to use the most economical way (WU or home) if full-time
faculty. Use Google Maps for mileage to schools, if school is not listed on the mileage chart. A mileage chart can be located at http://www2.winthrop.edu/rex/rex/downloads.html .
Calculate as RT (round trip) if you are going straight to the same school and back. Put the name of the school you are
visiting, NOT the town. Use the mileage continuation sheet (shown in next slide) to complete your mileage and add the
computed number of miles to this page. When you carry over those over, it will automatically calculate things for you.
Top Portion of Mileage Continuation Sheet – notes and exampleThis page provides an example of both a RT visit and a school-to-school visit.
In the “Purpose” column, you can put introductory meeting, observation, conference, etc.
When you finish calculating your mileage on this continuation sheet, enter the total number of miles computed, (displayed at the
bottom of the mileage continuation sheet), to the first sheet of the reimbursement. If you look back at the previous slide, you will
see 133.8 at the top of the page on the line “Totals from Mileage Continuation Sheet”. That is the number of miles from this
continuation sheet example of travel.
Internship Syllabi
I have revised all internship syllabi for the spring semester. Syllabi include the spring 2020 internship calendar.
Section numbers for your syllabi will be sent to you by Dia Hablutzel.
Be on the lookout for an email with directions for submitting your syllabi (due date and where to submit).
Highlighted areas on syllabus need to be filled in by the supervisor as you are considered the course instructor for the internship course. (Hours for Internship II are already listed on the syllabi.)
Syllabi can be found at:
http://www2.winthrop.edu/rex/rex/downloads.html
Asking for Supervisor Assistance
Our office (Field and Clinical Experiences) tries to set aside time to talk with new
mentors in our partnership schools to get a feel for their teaching styles, their
classroom management styles, their personalities, etc. This is part of our
application process in order to help us make the best matches possible between
mentor and intern. We have many new mentors we are using from partnership
schools that we haven’t had a chance to schedule a visit with.
Since many of you will be having contact with these new mentors and will be in
and out of their classrooms, we are asking that you take a minute and take some
notes that will help us in making future matches between intern and mentor.
Our office will let you know if you have a mentor where this applies and we have a
sheet of questions you can use as a guide. We would so appreciate you taking a
few minutes to either talk with the mentor and jot some notes or just jot some as
you may be in the room observing.
***Dia will be in touch with more information concerning this once the semester
begins.
Intern TroublesDOCUMENT…DOCUMENT…DOCUMENT
Steps
Meet with mentor and intern about concerns and the process to be put in place if
improvement is not made (check with program area to see if problems are across all
areas or just with the field component).
If no improvement is noted, draw up a contract (very specific as to behaviors needed for
improvement and documentation). The improvement contract template and example can be located at http://www2.winthrop.edu/rex/rex/downloads.html
Submit a copy of the contract to me for the college’s documentation. You can email me
the contract or send a copy to me in Withers 141A. If you need assistance, I will be happy
to help you in creating the contract.
If student meets the contract terms but the mentor/supervisor are still somewhat
worried…extend the contract date (include reason for extension).
Send any amended contract to me.
If the contract is met, send an email to me stating so. Otherwise, it still looks as if the
intern never met the requirements. I will attach you email to the contract as evidence of
meeting the terms stated.
Intern Troubles…Continued
If the intern does not meet the contract and it is being recommended that the intern be pulled from the internship:
1) Contact me concerning the recommendation and the need
for a meeting.
2) I will then contact the Competency Review Team for that
program area in order to relate concerns and set up a
meeting.
3) The supervisor, competency review committee, and I will
meet to discuss the supervisor’s recommendation and
decide an outcome for the intern (based upon evidence).
4) After this meeting, the supervisor will call the intern in to
meet with the competency review committee, the supervisor,
and me concerning the decision (stay in internship with
specific conditions to be met or removal from placement).
Common Internship Questions
• Do I collect the mentor’s observations? No, the mentor is a
formative assessor. Their observations go into the intern’s
notebook to use for his/her self-evaluation. The mentor,
however, does communicate on a regular basis with the
supervisor to provide information on areas of strength and
areas of weakness. They also should communicate with
you about the intern’s activities in the classroom.
Exception: Mentor observations are collected and the
mentor becomes a summative assessor if the intern is on a
contract.
• Do interns need to sign in and out at their schools? YES. There
should be a system for checking in and out in the school office. If
not, documentation can be kept in the classroom (notebook with
dates/times, etc.) and left in possession of the mentor. However,
office sign in and out is preferred.
Common Internship Questions
• At the evaluation conference, if my intern is doing well, do I still need to allot needed time to cover the competencies on the evaluation or can I just relate to all involved that the intern has met/exceeded the competencies? Yes, the
intern does need the same time consideration of a conference as an intern
who may have weaknesses. An intern who is doing a great job in the
internship deserves the time to have the competencies discussed and talk
about goals, etc. He/she has worked hard and it is not fair to them to only give
a few minutes of your time to them at a conference. Their time should not be
rushed.
• What lesson plan format is required for Internship II? Interns begin the
semester using the lesson plan template from their specific program area.
Supervisors and mentors determine when/if the candidate is ready to be
released to a lesson plan format used by that intern’s school/district. For
Internship II, a good “rule of thumb” is to have the intern use the program
template for the first week they are picking up a new subject/class. If, after
that week, the mentor and supervisor deem the intern is ok to go to a less
detailed plan for that subject/class, then do so.
Common Internship Questions
• On the observation form, is it necessary for me to rate the “overall” performance as well as the intern’s performance for that particular observation? Yes, this information is crucial in the event that an intern is not consistently performing at the same level. An intern may be able to pull off that particular observation for you but, based upon communication with the mentor and/or site-based observer, that is not the norm for this intern. Or, the intern may usually have good classroom performance but the lesson you observe could fall apart. This documentation is needed to track the progress of the student in the internship. This “overall” category can also be used in setting goals for improvement.
• What does the Internship II day for candidates encompass? The intern should assume all duties of the mentor teacher. This includes early duties, late duties, attendance at meetings/PLCs, parent conferences, etc. that are expected of that mentor teacher as responsibilities of their teaching role. Please note that any work the intern has after school has to be AFTER their required school/internship expectations. An intern should not expect to leave early for outside work related positions.
**A complete list of supervisor duties can be found on pages 30-33 of the year-long handbook.
Additional Dates to Remember
• Training for supervisors new to Internship II supervision is
scheduled for January 10 from 9:00-11:00 (Withers 109)
• Expanded ADEPT training is scheduled for Tuesday, January
14 from 2:00-5:00 in 401 Withers. This training is for anyone
that has not been trained in our SC evaluation process.
