working with the candidate to establish a time line of responsibilities; providing the candidate with the rules, regulations, and procedures of the classroom, school, and district; providing a template or a set of guidelines so the candidate can begin preparation of lesson plans and units that will be used during the clinical practice; notifying the candidate of expectations for classroom teaching, grading of papers, attendance at extra-curricular events, helping with sponsorship of clubs and organizations, arrival and departure times, and other matters that occur; working cooperatively with the university supervisor in completing the summative evaluation of the candidate; providing formative feedback to the candidate the University’s evaluation forms; sharing all evaluations with the candidate and university supervisor. Suggested schedule for full semester evaluations are as follows: 3-Way week three of clinical practice – 1st Evaluation week five of clinical practice – 2nd Evaluation week seven of clinical practice – 3rd Evaluation week ten of clinical practice – 4th Evaluation week thirteen of clinical practice – Summative Evaluation week sixteen of clinical practice – Suggested schedule for 8 week evaluations are as follows: 3-Way week two of clinical practice – 1st Evaluation week three of clinical practice – 2nd Evaluation week six of clinical practice – Summative Evaluation week eight of clinical practice – SUGGESTIONS FOR COOPERATING TEACHERS The task of working with an extra learner in the classroom is a difficult one at best. With as many responsibilities as a teacher has, there may be some misgivings concerning the responsibility of helping a candidate learn the practices of the teaching profession. Cooperating teachers often wonder how they can prepare the way so that when the candidate arrives he/she will fit smoothly into the school routine. Following are a few suggestions that may assist in orienting the candidate and making his/her presence educationally profitable for all concerned.
working with the candidate to establish a time line of responsibilities; providing the candidate with the rules, regulations, and procedures of the classroom, school, and district; providing a template or a set of guidelines so the candidate can begin preparation of lesson plans and units that will be used during the clinical practice; notifying the candidate of expectations for classroom teaching, grading of papers, attendance at extra-curricular events, helping with sponsorship of clubs and organizations, arrival and departure times, and other matters that occur; working cooperatively with the university supervisor in completing the summative evaluation of the candidate; providing formative feedback to the candidate the University’s evaluation forms; sharing all evaluations with the candidate and university supervisor. Suggested schedule for full semester evaluations are as follows: 3-Way – week three of clinical practice 1st Evaluation – week five of clinical practice 2nd Evaluation – week seven of clinical practice 3rd Evaluation – week ten of clinical practice 4th Evaluation – week thirteen of clinical practice Summative Evaluation – week sixteen of clinical practice Suggested schedule for 8 week evaluations are as follows: 3-Way – week two of clinical practice 1st Evaluation – week three of clinical practice 2nd Evaluation – week six of clinical practice Summative Evaluation – week eight of clinical practice SUGGESTIONS FOR COOPERATING TEACHERS The task of working with an extra learner in the classroom is a difficult one at best. With as many responsibilities as a teacher has, there may be some misgivings concerning the responsibility of helping a candidate learn the practices of the teaching profession. Cooperating teachers often wonder how they can prepare the way so that when the candidate arrives he/she will fit smoothly into the school routine. Following are a few suggestions that may assist in orienting the candidate and making his/her presence educationally profitable for all concerned.
Clinical%20Practice%20Handbook%2015-16_0.docx