Standard 15:  Qualifications of Individuals who Provide School Site Support

The Director of Professional Field Placements and California State University, Fresno faculty, in collaboration with school administrators, carefully select school sites.  Cooperating/Master Teachers are selected based on their ability to provide exemplary models for teaching state-adopted content materials and providing effective classroom management models.

School Site Partners and Cooperating/Master teachers are provided ongoing training in supervision, providing constructive feedback to candidates, their role in assisting the teacher candidate implement the Teacher Performance Expectations (TPEs) and performance assessments in the classroom, and suggestions for helping the teacher candidate become a reflective, collaborative practitioner.  All Cooperating/Master Teachers and university supervisors are provided opportunities for ongoing professional development by highly qualified professors and are given handbooks that outline their roles, rights, and responsibilities.

Sponsors of programs define the qualifications of individuals who provide school site support.  These qualifications include, but are not limited to a minimum of the appropriate credential (including EL authorization) and three or more years of teaching experience in California.

In collaboration with the Director of Professional Field Experiences, university supervisor, school site administrator, and School Site Partners, Master Teachers are selected who have three years teaching experience, hold a valid California Teaching Credential and have EL authorization. (See Multiple Subject Field Work Handbook.)

Sponsors of programs provide ongoing professional development for supervisors that includes the Teaching Performance Expectations (TPEs) and information about responsibilities, rights, and expectations pertaining to candidates and supervisors.  Individuals selected to provide professional development to supervising teachers (a) are experienced and effective in supervising credential candidates; (b) know and understand current educational theory and practice, the sponsors’ expectations for supervising teachers, state-adopted academic content standards and frameworks, and the developmental stages of learning-to-teach; (c) model collegial supervisory practices that foster success among credential candidates; and (d) promote reflective practice.

Supervisors are provided ongoing professional development during twice a semester supervisor meetings. In an effort to promote collaboration faculty who teach courses and also supervisors in the program are invited to attend and share assignments course content. Opportunities for collaboration are also provided during our Multiple Subject Course Alike Meetings.  Supervisors receive professional development in the Teacher Performance Expectations and are also trained and calibrated on how to score the Teacher Performance Assessments required in the Multiple Subject program.

School Site Partners, Cooperating/Master Teachers, and university supervisors providing supervision of candidates are required to hold valid teaching credentials and must all have an authorization to teach English language learners. Many of Fresno State’s university supervisors are retired teachers or administrators with unique supervision skills. They are hired for their content and teaching expertise but also for their abilities in communication.  School Site Partners and Cooperating/Master Teachers are given a Multiple Subject Field Work Handbook at a school site orientation meeting.  During this meeting, the university supervisor reviews roles, expectations, and suggestions for communication and giving feedback, as well as current information applicable to the teaching performance requirements for candidates in their classrooms. This information includes assignments linked to the content standards and frameworks and the development of teaching skills and assignments from the specific sequence of courses.  California Standards for the Teaching Profession are explored with the Cooperating/Master Teachers as well as the implementation of the Teaching Performance Expectations (TPE’s) and performance assessment.

In addition to the orientation meeting and regular contact with the University supervisor, every School Site Partner and Cooperating/Master Teacher is encouraged to attend the Master Teacher Training Conference held every fall semester. Attendance at the training is between 175-200 Master Teachers a year.  Supervising teachers are able to choose professional development sessions that are geared to a variety of interests and different levels of expertise.  Presenters at this conference are primarily Kremen School of Education and Human Development faculty. They have been selected for their content area expertise in standards and frameworks, experience in supervising and mentoring candidates, and their understanding of the developmental stages of teacher candidates, and model collegial supervision practices.  All Fresno State faculty have current vitae on file. The feedback from past participants in these workshops has been extremely positive. Evaluations are conducted at the conclusion of professional development sessions and the information is used in planning for future conferences.

Each teacher who supervises a candidate during a period of daily whole-class instruction is well-informed about (a) performance expectations for the candidate’s teaching and pertaining to his/her supervision of the candidate, and (b) procedures to follow when the candidate encounters problems in teaching.

School Site Partners, Cooperating/Master Teachers, and principals/designees are given a Multiple Subject Field Work Handbook at a school site orientation meeting to enable them to effectively perform their roles. During this meeting, the university supervisor reviews roles and expectations of university supervisors, School Site Partners, Cooperating/Master Teachers, principals/designee, and teacher candidates. This information includes reviewing assignments linked to the content standards and frameworks, the development of teaching skills, and assignments from the specific sequence of courses.  California Standards for the Teaching Profession are explored with the Cooperating/Master Teachers, as well as the implementation of the Teaching Performance Expectations (TPEs) and performance assessments. Suggestions for communication and giving feedback and information applicable to the teaching performance requirements for candidates in their classrooms are also shared. The Multiple Subject Student Field Work Handbook outlines clear procedures to follow when the candidate encounters problems in teaching. (See Multiple Subject Field Work Handbook.)

University supervisors visit the school site and make contact with the teacher candidates, School Site Partners, and Cooperating/Master Teachers on a regular basis.  University supervisors are also available by email and phone to clarify roles, responsibilities, expectations, and help solve problems, if necessary.  Additional meetings for all involved in the support of teacher candidates are scheduled as needed. [See Supervisor Handbook.]

Program sponsors in collaboration with cooperating administrators provide opportunities for each candidate to work in diverse placements with English learners, students with special needs, students from low socioeconomic backgrounds, and hard to staff schools.

Placements for all student teaching assignments and selection of school sites, School Site Partners, and Master Teachers is done through collaborative efforts between the Director of Professional Field Experiences, university faculty, and local school administrators.  All sites and classrooms that provide field experiences for candidates are selected in collaboration with school and district personnel and, often, on the recommendation of Kremen School of Education and Human Development faculty or previous candidates.  All EHD 174:Field Study A teacher candidates are placed in diverse placements with English learners, students with special needs, students from low socioeconomic backgrounds, and hard to staff schools.  Many students are placed in diverse settings for EHD 178/110D: Field Study B, and EHD 170 as well.

School sites are selected based on the following criteria:

a.   School site staff is involved in staff training activities on a continual basis.

b.   School curriculum reflects the California State Frameworks and current methodologies in the field of educators.

c.   Student population provides variety for teacher candidates, such as age, gender, ethnicity, language, special needs, and socio-economic backgrounds.

d.   District personnel, school-site administrators, and teachers are willing to work cooperatively with university supervisors and teacher candidates.

e.   Area, location, and size of sites meet current teacher candidate needs.

f.    Teachers on-site meet the qualifications to be Master Teachers or School Site Partners.

Using the established criteria for selection of sites and the qualifications for Master Teachers, the Director of Professional Field Experiences and/or her/his designee (university supervisor) work through the on-site administrator to finalize assignments and procedures for orientations.

Program sponsors and cooperating administrators provide opportunities for each candidate to work with exemplary certified teachers in fieldwork assignments, including assignments in low-performing and/or hard-to-staff schools and/or assignments with English learners. Sites and classrooms are selected that effectively implement the state-adopted academic core curriculum. Qualifications of schools, School Site Partners and Cooperating/Master Teachers outlined in the Multiple Subject Student Teaching Handbook serve as a guide.

School sites and Cooperating/Master Teachers are routinely evaluated to ensure that they provide appropriate models and experiences for our candidates.  Most of the schools in the Fresno State service area qualify as highly diverse, and Fresno State candidates have multiple opportunities during their field experiences to interact with students, parents, teachers, and administrators in low-performing schools and with students who are learning English.

Teacher candidates are given the opportunity for three different assignments in different grade levels including those from low performing and/or hard to staff schools and those with English learners. School Site Partners and Cooperating/Master Teachers are selected with specific criteria that are listed below:

Qualifications for School Site Partners - EHD 174: Field Study A:Grades 4-8

Positive, enthusiastic teachers with appropriately managed classrooms who are willing to share their classroom and students with 1-5 teacher candidates two afternoons a week.  School site partners should have knowledge of state-adopted content standards for students and demonstrate effectiveness in collaborating and communicating with other professionals.

Qualifications for Master Teachers - EHD 178: Field Study B: Grades K-3 and EHD 170: Field Study C

When identifying classroom teachers to supervise Multiple Subject Credential candidates in EHD 178: Field Study B: Grades K-3 and EHD 170: Field Study C, the institution confers with district personnel, carefully analyzes potential Master Teachers’ pedagogical practices, and selects teachers whose instructional approaches and strategies are balanced, comprehensive, and consistent with current research as reflected in state policy.

Teachers who supervise candidates; field experiences have had academic preparation, successful experience in teaching appropriate curriculum subject(s), and remained current with changes in the profession and the student population.

1.   Master Teachers have sufficient and effective experience (a minimum of three years) as a practicing classroom teacher to provide the best possible role modeling for teacher candidates.

2.   Master Teachers demonstrate generally-accepted positive leadership qualities such as: intelligence, good oral and written communication skills, acceptance of multiple alternative solutions to complex problems, decisiveness, clarity of vision, and well-developed interpersonal skills and sensitivities.

3.   Master Teachers are able to ask the right questions of beginning teachers in order to stimulate their growth and independence. Having a knowledge base about accepted practice is important for Master Teachers, but a big part of a master teacher’s job is to stimulate independence.  Raising questions is an important part of the learning process, and it should help both the teacher candidate and the master teacher.

4.   Master Teachers are receptive of teacher candidates’ use of a variety of methods and encourage them to develop their own style of teaching.

5.   Master Teachers emphasize the principles of continuous learning and reflection.  Master Teachers play an important role in modeling desirable attitudes and values, as well as in helping newcomers to understand specific practices.  For example, Master Teachers should be current in their knowledge of the subject matter, California State Frameworks, California Standards for the Teaching Profession and district guidelines.  They should be current in the latest methodology and be involved in curriculum development.  In addition, active participation in school-related activities and committees is expected.

6.   Master Teachers acquaint teacher candidates with the everyday survival skills in the teaching profession. It is important that a beginning teacher learn the expectations and responsibilities of a teacher at a school site.

At the conclusion of each field study placement, the effectiveness of the School Site Partner and Master Teacher/Cooperating Teacher is evaluated by the university supervisor, teacher candidate, and, when appropriate, the principal. This information is shared with the Director of Professional Field Experiences. Teachers that are unable to provide desired modeling and levels of support and assistance to teacher candidates are no longer selected to fill this role.

Intern Program Delivery Model:

Program sponsors and the participating district collaborate in the selection of individuals who provide school site support and the placement of interns in teaching positions. Program sponsors and employing school districts ensure sites/teaching assignment for intern placement that will enable candidates to meet the program requirements.  Each intern receives support from one or more mentor teacher(s) who are assigned to the same school, at least one of whom is experienced in the curricular area(s) of the intern’s assignment.

Intern program Support Providers are assigned to each intern. Support Providers are credentialed, experienced teachers and administrators. The program Support Providers pay periodic site classroom visits to each of their interns to provide any needed support and to communicate with on the site Cooperating Teacher. The Cooperating Teacher is assigned by the school site principal, must hold a valid teaching credential, be experienced in the intern’s curricular area and be considered at a master teacher level. The Cooperating Teacher signs a Memorandum of Understanding agreeing to assist, support and advise the teacher intern through classroom visits, scheduled meetings, conferences and other support as needed. (The teacher intern also has a university supervisor assigned by the university).

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