FIELD EXPERIENCE HANDBOOK

A Guide for Field Experience 2019-2020

Office of Accreditation, Placement, & Licensure College of Education and Human Ecology 185 Arps Hall 1945 N. High Street Columbus, OH 43210 614-292-2581 edprep@osu.edu updated September 2019

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Welcome! Congratulations on your acceptance into the program. You are now on your way to becoming a professional educator. Soon you will be immersed in different field experiences; allowing you to further your understanding and knowledge of effective practices and educational expectations. You will learn from other professional educators and achieve new content and pedagogical skills. From this point forward your goal is to have an impact on P-12 student learning. Your program will help guide you to:

• assess your students for progress • reflect upon the effectiveness your pedagogy • develop new pedagogical and instructional skills • collaborate with others • effectively work with all students in diverse learning environments • develop the knowledge, skills, and disposition to practice with integrity and ethical behavior

While programs have the flexibility to establish their own expectations, there are unit-wide expectations for all licensure programs that must be followed. This handbook will provide the unit-wide information and guidelines to support successful field placements.

Any work in the education field is not easy. It is filled with challenges and take a lot of hard work. It is also incredibly rewarding, and we do make a difference in students’ lives. We want to ensure that we are making a positive difference in the lives of the students you will teach. This is but one reason field experiences are so important. These experiences are set up to leave you well prepared to impact P-12 student learning and lead a rewarding and satisfying career.

Best wishes for a wonderful and successful experience!

Our mission is to support the preparation of highly effective educators who teach, lead, and serve. These highly effective educators will apply research-based practices that support academic and social development of all learners and engage in ongoing professional development.

Office of Accreditation, Placement, & Licensure 185 Arps Hall

1945 North High Street Columbus, Ohio 43210

edprep@osu.edu

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Table of Contents

Welcome! ............................................................................................................................... 2

Field Experience Prerequisites ................................................................................................. 4

General Expectations .............................................................................................................. 5

Background Check Procedures ................................................................................................ 6

University Placement Procedures ............................................................................................ 7

Field Experience Candidates .................................................................................................... 8

Field Experience Cooperating Teachers (CTs) ........................................................................... 9

University Supervisor for Field Experience ............................................................................. 10

University Supervisor Initial Meeting Checklist ...................................................................... 11

Mentor/Cooperating Teacher Orientation ............................................................................. 11

Gates for all Initial Educator Preparation Licenses ................................................................. 12

Glossary ................................................................................................................................ 13

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Field Experience Prerequisites Below is a list of requirements that must be completed in advance of the field placement experience. Check with your program manager or coordinator for appropriate deadlines and any additional documentation that must be submitted. You will not receive placement information and are not permitted to attend any field placement without completion of the items below. Items below are discussed in greater detail in subsequent pages.

1.) _____ Enroll in field experience course • Confirm the correct course and class number with program manager

2.) _____ Complete required documents listed below. These documents are good from summer semester to spring semester. These documents can be found here: https://ehe.osu.edu/accreditation-placement-licensure/field-placement/

• Ohio Bureau of Criminal Investigation and Identification (BCI&I) background check • Federal Bureau of Investigation (FBI) national background check • Early Childhood Education students have additional background check requirements. Please

see your program manager for additional information. • Field Experience and Clinical Practice Application form • Activities with Minor Participants, video and quiz • Standards of Behavior Form

3.) _____ Notify program manager of any transportation needs 4.) _____ Verify district procedures (see example below). A copy of this document can be

found on the Educator Preparation website at https://ehe.osu.edu/accreditation-placement-licensure/field-placement/

5.) _____ Edit privacy settings on all social media accounts (see page 5 on social expectations)

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General Expectations Expectations below highlight the dress, behaviors, language, and norms expected of all candidates representing The Ohio State University. From the moment you walk in the door at your placement, you begin leaving an impression on administration, teachers, students, and parents. Whether you want to eventually be an educator in your placement building or not, you are leaving a lasting impression by your approach to professionalism. What do you want people to remember about you? Dress & Grooming

• Candidates should follow the dress code (either written or unwritten) of the schools in which they are placed.

• Business casual is recommended. It is wise to err on the side of caution. • You are a member of a profession and should dress accordingly.

Language

• Always use professional language – with students, parents, and colleagues. • When communicating with P-12 students, stay away from filler words (i.e. like) and using profanity. • Please be cognizant other individuals could have different understandings of what words are considered

profanity (i.e. damn, hell) thus should not be used.

Social Media

• Settings should be set to private on social media accounts such as Facebook, Twitter, Snapchat, etc. • Keep in mind students, parents, and administration may be able to view your account, and will be

looking your up. • No communication with students via social media is acceptable. • Do not post photos, videos, or reference any school issue, conflict, personnel, or students. • Be conscientious of your own photo postings, even the most innocent of photos can be misconstrued

which may lead to removal from the building/district (http://www.cbsnews.com/news/did-the-internet-kill-privacy/).

• Consider the name of your social media accounts, making sure they sound professional. • Review your “tag” settings, by keeping aware of what others might post on your account. • A major local company states, “Your social media says more about you than your resume”- Make sure

it reflects you and the education profession in a positive light. Technology

• At no time should you be on your phone while at your placement. Please put your phone away and stay focused on the young people you are there to educate.

• You should not be completing work for OSU classes during your time in the field placements, unless specifically required by your instructor. Be sure you have received approval from your cooperating teacher to be focused on your university work and not supporting student learning.

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Background Check Procedures What are background checks? Background checks are often requested by employers on job candidates for employment screening, especially on candidates seeking a position which requires high security or a position of trust, such as in a school, hospital, financial institution, airport, and government. These checks are traditionally administered by a government agency for a nominal fee, but can also be administered by private companies. Results of a background check typically include past employment verification, credit history, and criminal history. Who needs to complete background checks? Any candidate or pre-candidate participating in a P-12 field placement who is not already a fully licensed professional must complete a background check, prior to entering the field site. Why do we need to complete background checks? Ohio State requires background checks to meet legal requirements, as well as for the safety and protection of the P-12 learners and staff. Initial screening of background check results are based on the criteria set forth by Ohio Department of Education: http://education.ohio.gov (Select ‘Teachers’ tab→ Under ‘Topics’ select ‘Educator Conduct’→ Under ‘Quick Links’ select ‘How Convictions Affect Licensure’→ Under ‘General Questions’ scroll down to ‘Rehabilitation Rule Matrix’) What do I need to know about background checks before I go?

• BCI&I – request code 3319.39B3 and FBI – request code 3319.39 • ONLY these codes will be accepted for field placement • Early Childhood Education candidates, please contact your program manager for information on ODJFS

background checks. • Request copy be sent to ODE if applying for licensure within the year • For first processing, allow six weeks prior to placement • Processing will take 2-4 weeks without an arrest record, 6-8 weeks with an arrest record (even if expunged

or occurred when a juvenile) Where do I go to complete my background checks?

• Columbus Campus: https://hr.osu.edu/services/background-checks/bci-fbi/ • Lima Campus: http://www.ohioattorneygeneral.gov

o Scroll down to “Services” → Webcheck Locations • Mansfield Campus: http://www.ncstatecollege.edu

o Complete electronic fingerprinting at North Central State College (NCSC). Begin the process in Kee Hall. You may pay in cash or with a check. After fees are paid, you will need to report to Fallerius Hall for the actual fingerprinting process. For more information, please call 419-755-7401.

• Marion Campus: http://www.ncoesc.org/marioncampus OR http://marionohiopolice.com/ o NCOESC appointments appreciated; Marion Police by appointment only

• Newark Campus: http://newark.osu.edu o Scroll down to the bottom and look under ‘Information’ → Select ‘Safety’ link → Under ‘Contact Information’ → Security

Office is located at ‘Warner Center 105’→ Phone number is 740-366-9237 What else do I need to know?

• The price varies depending on where you get your background checks completed. However, an average price is $63. We highly recommend going to campus for error-free processing.

• Please refer to your specific campus for submission and copy requirements. • Background checks are only good for one year from the date of issue. Therefore, you will need a new

background check every year you are in field placements.

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University Placement Procedures Field placements typically occur in partnerships between the College of Education and Human Ecology and the school district. Program managers and faculty build relationships with cooperating teachers to identify sites that match the philosophy and objectives of the particular licensure program. Placement officials identify possible field experience sites in which:

• Effective practices for teaching are modeled • School administrators have recommended an approved cooperating teacher • The cooperating teacher is licensed to teach in the licensure area the candidate is seeking • The cooperating teacher has a minimum of three years teaching experience

Steps in the Placement Process:

Candidates –

• Complete all information listed on p. 4 of this handbook • Candidates are not permitted to contact district coordinators, principals, or teachers to arrange their own

placement but should contact the cooperating teacher once placement is identified and approved.

*For more information contact Robyn Yates at yates.136@osu.edu Program Managers –

• The program manager, faculty, or instructor identifies candidates or pre-candidates who will be completing a field experience (refer to the Program Manager Handbook for more information at https://ehe.osu.edu/accreditation-placement-licensure/faculty-staff/handbooks/)

• The program manager, faculty, or instructor completes the field experience placement request template and submits the completed template to the appropriate Buckeye Bopx (refer to http://ehe.osu.edu/educator-preparation/field-placement/ for the template and location of box) - Summer and autumn placements are due April 1 - Spring placements are due October 1

• The program manager, faculty, or instructor will notify candidates of placement approval once final approval and clearance is provided by the Office of Accreditation, Placement, & Licensure.

Note –All field placements are processed through the Office of Accreditation, Placement and Licensure

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Field Experience Candidates Unit Eligibility – • In order to go into a field placement candidates must be:

o Formally admitted into the program o Enrolled in a field experience course o Be compliant by meeting field experience prerequisites (see page 4)

Defining Field Experience – • Candidates must complete a minimum of 100 hours of field experience prior to student teaching.

o 15 or more hours may occur in an initial experience (FEEP) o A minimum of 70 hours for an intensive field experience o A minimum of 15 hours in a reading experience

• Field experiences can range from observation to assisting in the classroom to teaching multiple lessons. In some cases, field experiences are associated with an instructional methods course.

• You will be observed a minimum of three times by a university supervisor during your field experiences. • You will participate in a final evaluation of your performance, focused on both pedagogy and disposition,

and establish appropriate goals for your upcoming student teaching experience. The Pre-CPAST form is the evaluation tool used to complete this final evaluation.

Responsibilities –

To the School System:

• Introduce yourself to your cooperating teacher and building principal • Comply with the regulations of the building to which you are assigned • Remember you are a visitor and guest of the building, be respectful of everyone • Communicate any absences or tardiness with your cooperating teacher and appropriate

university personnel • Dress in a professional manner every day and follow the school dress code as presented by

your cooperating teacher and required by your program • Become acquainted with the resources, academic supplies, and other materials that aid

instructions (whiteboards, overhead projectors, lab equipment, and other classroom tools) To the Program: • Represent OSU by displaying high levels of professionalism at all times

• Communicate openly and respectfully with university supervisor and cooperating teacher To Yourself: • Be prepared, follow timelines, accept responsibility for your actions

• Do not use social media for any forms of communication with teachers, students, or school administration

• Do not use social media to post comments about experiences in the school and/or students • Refrain from using personal technology for non-school related functions during your time in

the placement

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Field Experience Cooperating Teachers (CTs) CTs provide intensive, ongoing support while modeling effective practice for preservice candidates. CTs have a strong dedication to the teaching profession, bring forth history as highly skilled and effective teachers, and are willing to play a large role in the development of the candidates’ skills in the field. Qualifications – • Has a minimum of three years of P-12 teaching experience • Holds a current license for the content area and grade-level the candidate is seeking licensure (note - world language teachers

in an immersion school building do not need to have the language license) • Is recommended by the building principal and program manager

Responsibilities – • Model effective pedagogy for the respective content area and grade level • Provide opportunities for the candidate to gain experience within the classroom • Provide ongoing feedback to the candidate about his/her performance • Engage the candidate in discussions related to teaching as a profession • Evaluate the candidate through observation instruments • Communicate with the university supervisor on a regular basis • Complete online or face-to-face training • Provide an environment conducive to learning and support the candidate as he/she strives to maximize his/her skills

General guidelines for Cooperating Teachers in initial licensure programs

Early Field Experience (observations, leading, group work, tutoring)

Advanced Field Experience (Some teaching)

Student Teaching (Minimum of 12 weeks, including 4 consecutive weeks of full-time teaching responsibility)

Frequency of contact with: -Candidate -Supervisor/Faculty

Meet with the candidate during arranged times according to program requirements Maintain ongoing communication with the candidate and supervisor

Meet with the candidate during arranged times according to program requirements Maintain ongoing communication with the candidate and supervisor

Provide daily modeling and mentoring to the candidate Maintain ongoing communication with the candidate and supervisor

Required Forms

Program evaluation when applicable

Cooperating teaching, candidate, and supervisor complete the following forms (supervisor records consensus data): Pre-CPAST Form and Additional Program-specific forms (optional by program)

Cooperating teaching, candidate, and supervisor complete the following forms (supervisor records consensus data): • CPAST Midterm Evaluation • CPAST Summative Evaluation • Additional Program-specific forms

(optional by program)

Observation of Teaching

Candidate will primarily observe in the setting Conduct formal observation(s) of the candidate if required by the program

Cooperating Teacher will observe a minimum of one to three times (full lessons or part of lessons)

Cooperating teacher will observe and discuss progress with the candidate daily. Cooperating teacher will meet the minimum requirement for formal, written feedback based on observations, as determined by each program

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University Supervisor for Field Experience University Supervisors support The Ohio State University Conceptual Framework, have strong dedication to the teaching profession, bring forth history as highly skilled and effective teachers, and are willing to mentor candidates into the teaching profession. Qualifications -

• Minimum of three years P-12 teaching experience • Hold or have held license or grade band experience in area which they will supervise • Must have a Master’s degree, or are employed as a fulltime GTA

Roles -

• Assist and evaluate candidates in the field • Support the cooperating teacher’s work • Serve as a liaison between the school and the University program

Responsibilities -

• Attend program orientation and become acquainted with the assigned candidates • Conduct an introductory meeting with the cooperating teacher(s)

o Distribute Copies of field experience evaluations o Review applicable materials, requirements, and expectations

• Follow the guidelines outlined below based on type and intensity of field experience

Early Field Experience

Low Level Supervision

Methods Field Experience

Medium Level Supervision

Student Teaching

High Level Supervision

Frequency of contact with: -Candidate -Cooperating Teacher

Touch base once weekly or biweekly, depending on program

Touch base once weekly or biweekly, depending on program Coordinate & moderate a 3-Way Conference with candidate & cooperating teacher at end of semester

Touch base minimum once per week Coordinate & moderate a 3-Way Conference with the candidate & cooperating teacher at the midterm & end of semester

Required Forms

N/A

Supervisor records consensus data on Pre-CPAST Form and additional Program-specific forms, as determined by program

Supervisor documents all observations in Tk20 and aligns at least 3 with the Ohio Standards for the Teaching Profession. Supervisor records consensus data on: • CPAST Midterm Evaluation; • CPAST Summative Evaluation; • Additional program-specific forms

(as determined by program)

Observation of teaching and interacting with P12 students

Limited – determined by program

Watch teaching one to three times (full lessons or part of lessons) Observe and discuss progress with the candidate.

Supervisor will observe and discuss progress with the candidate 4-6 times per 14-week semester. • Observations must be

documented in Tk20. • Some observations must align

with the Ohio Standards for the Teaching Profession.

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University Supervisor Initial Meeting Checklist

Mentor/Cooperating Teacher Orientation

Communication � Exchange contact information and preference � Provide contact information for your supervisor

and/or other university personnel to contact in case of an emergency/need

� Set the groundwork for an open and trusting relationship o Discuss that it is better to address concerns EARLY

rather than later and communicate frequently among all parties

o Encourage the cooperating teacher to have open communication with the candidate at all times.

� Explain the need for consistent meetings with preservice candidates to discuss the activities of the day and reflect on successes and areas that need improvement.

� Explain the process for concerns and removal of candidate: o Initiated by teacher o Initiated by institution

Check mentor/cooperating teacher has received � Applicable handbook (ST or Field Experience) � Guidelines for supporting edTPA, if applicable � Program-specific observation form, if applicable Meetings � 3-way meetings (virtual or face-to-face)

o Student Teaching: CPAST Mid-term and Final o Field Experience: Pre-CPAST – end of experience

Evaluation observations by mentor/cooperating teacher: � Formal – use of program-specific observation form � Informal � Frequency � Feedback

Using the handbook, discuss: � Co-Planning / Co-Teaching – description and role of

mentor/cooperating teacher ( for student teaching) � Expectations of the student teacher � Expectations of you, the university supervisor � For student teachers: edTPA

o Discuss edTPA schedule, process, expectations o Guidelines for Supporting edTPA document o Missed teaching due to edTPA

preparation/submission Unit Forms: Pre-CPAST or CPAST � Review the form, including applicable SPA addendum � Introduce the “Look Fors” document � Explain

o Growth is desired and no reflection of their CT abilities

o Compare CPAST to OTES in that low marks are okay and part of the process

� Student Teaching: Provide link to CPAST introduction for cooperating teachers

� Mentor/CT demographic survey (sent via email) Program Specific Information � Program-specific philosophies and expectations � Review any additional program-specific forms Discuss the calendar � Candidate Experience: Dates of experience, specific

days of the week, arrival and departure times, school and university breaks/days off, professional development days, snow days, etc.).

� Candidate attendance expectations � Review district/program policies and expectations

when CT is absent or school delays � Deliver a calendar of when you (university

supervisor) expect to visit the classroom

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Gates for all Initial Educator Preparation Licenses For accreditation and quality assurance purposes, educator preparation programs are required to collect and report data on teacher candidates at four key gates (also called transition points) throughout the program. At these key gates or transition points, the unit assesses candidate knowledge, skills, and professional dispositions to determine if candidates are ready to proceed to the next stage in a program. The gates include:

GATES REQUIREMENTS NOTES

Gate I: Entrance to program

• completed application • disposition evaluation • background check (clearance based on ODE

licensure requirements) • 3.0 GPA for graduate candidates, 2.75 or higher for

undergraduate candidates (by program) • available standardized assessment of ACT, SAT,

and/or GRE

Any additional requirements as determined by program (e.g. coursework, letters of recommendation, essays or personal statements, P-12 experiences, etc.).

Gate II: Acceptance to Student Teaching

• current background check (clearance based on ODE licensure requirements)

• 3.0 GPA for graduate candidates, 2.75 or higher for undergraduate candidates (by program)

• Canvas course: Ohio Standards for Educator Preparation and Opioid Module

• pass all applicable Ohio Assessments for Educators (OAE) tests

• completed Pre-CPAST form and set goals

Any additional requirements as determined by program.

Gate III: Completion of all Program Requirements

• completion of all program requirements and recommendation for licensure

• completion of edTPA • completed CPAST form • official program sheet

Gate IV: Recommendation for Ohio Licensure

• completed ODE application

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Glossary

3- Way Conference – A meeting between mentor, supervisor, and intern to discuss intern progress based on specific criteria received during seminar Assessment – The process of measurably documenting knowledge, skills, and outcomes of the learning community, the individual learner, or the system Conceptual Framework – The underlying structure in a professional education unit that gives conceptual meaning to the unit's operations through an articulated rationale and provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. Content – The subject matter or discipline that teachers are being prepared to teach at the elementary, middle, and/or secondary levels. Content also refers to the professional field of study (e.g., special education, early childhood education, school psychology, reading, or school administration). Co-Planning/Co-Teaching – The planning/instructional arrangement in which a candidate and his or her mentor teacher deliver core instruction to a diverse group of P-12 students in a single physical space; these partnerships require joint instructional decisions/shared responsibility and accountability with the emphasis on P-12 student learning CPAST – Candidate Preservice Assessment of Student Teaching forms are the assessments used at the midpoint and end of your student teaching experience. These forms are similar to the field placement forms, but are the next developmental level (with appropriate areas added). The form includes an emphasis on both pedagogy and dispositions. Curriculum – Courses, experiences, and assessments necessary to prepare candidates to teach or work with students at a specific age level and/or to teach a specific subject area. Cultural Background – The context of one’s life experience as shaped by membership in groups based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. Disabilities – As defined by the Americans with Disabilities Act and the Rehabilitation Act, a disability is a physical or mental impairment that substantially limits one or more major life activities. Such conditions include mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments or specific learning disabilities that require special education or related services. Diversity – Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. The types of diversity necessary for addressing the elements on candidate interactions with diverse faculty, candidates, and P–12 students are stated in the rubrics for those elements.

edTPA – It is a subject area-specific performance-based assessment for pre-service teacher candidates centered on P-12 student learning. It is the integration of: Planning, Instruction, Assessment, and Analysis Teaching with attention to Academic Language. Exceptionalities – Physical, mental, or emotional conditions, including gifted/talented abilities that require individualized instruction and/or other educational support or services.

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FEEP/Introduction Courses – Refers to the First Education Experience Program; pre-program courses designed to give experience in a school setting

Field Experiences – A variety of early and ongoing field-based opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings such as schools, community centers, or homeless shelters and are overseen by a University supervisor.

Field Placement – Generally occurs early in the program; the time and place to learn about the children, school culture, classroom curriculum, routines, and transitions, and teacher’s philosophy; over time, more responsibility is given and students begin planning lessons and managing the classroom.

Formative Assessment – Formal and informal assessment procedures used by teachers to help modify their teaching and learning activities to improve learning

Gates – Also called Transition Points which are key points in a program when a unit assesses candidate knowledge, skills, and professional dispositions to determine if candidates are ready to proceed to the next stage in a program. CAEP Standard 3 requires transition points upon program entry, at appropriate point(s) during the program, and upon program completion

Immersion – The time during the first few days in which the candidate gets to know the community, the neighborhood, the classroom, the students, and the cooperating teacher at the beginning of his or her placement Licensure – The official recognition by a state governmental agency that an individual has met certain qualifications specified by the state and is, therefore, approved to practice in an occupation as a professional. Ohio Standards for Educator Preparation Course – Course located on the Canvas network which must be completed prior to Student Teaching. The course provides candidates with an overview of Ohio-specific educator standards and processes that will influence them as practicing teachers. Methods Courses – Courses that focus on the ways, procedures, and strategies of teaching; the “how-to’s” of teaching specific content areas.

Mentor Teacher – also known as the Cooperating Teacher - An expert educator that offers guidance and support toward a candidate’s growth, knowledge, and skills in ways that prepare the individual for greater productivity or achievement in the future.

Practicum – Any experience, tied to a course at The Ohio State University, in a P-12 public school or accredited private school setting where a candidate enters the classroom to observe a highly qualified educator. Practicums are overseen by a University supervisor. Pedagogical Content Knowledge – The interaction of the subject matter and effective teaching strategies to help learn the subject matter. It requires a thorough understanding of the content to teach it in multiple ways, drawing on the cultural backgrounds and prior knowledge and experiences of students. Pedagogical Knowledge – The general concepts, theories, and research about effective teaching, regardless of content areas. Performance Assessment – A comprehensive assessment through which candidates demonstrate their proficiencies in subject, professional, and pedagogical knowledge, skills, and professional dispositions, including their abilities to have positive effects on P-12 student learning.

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Performance Criteria – Qualities or levels of candidate proficiency that are used to evaluate candidate performance, as specified in scoring guides such as descriptions or rubrics. Rubric – Written and shared criteria for judging performance that indicate the qualities by which levels of performance can be differentiated, and that anchor judgments about the degree of success on a candidate assessment. Skills – The ability to use content, professional, and pedagogical knowledge effectively and readily in diverse teaching settings in a manner that ensures that all students are learning. Standards – Written expectations for meeting a specified level of performance. Student Teaching – A semester long experience where a candidate gradually assumes responsibility for lesson planning, classroom management, curriculum instruction, routines, and transitions; generally occurs at the end of the program with a goal of successfully demonstrating teaching capability. Some student teaching experiences are year-long placements. Summative Assessment – A form of assessment in which teachers judge the level of learning that is taking place; judges efficacy.