CLINICAL TEACHING POLICIES

 

LENGTH OF SEMESTER

The clinical teaching semester has been designated as 70 full days (but may be extended as necessary) according to TEA, the department guidelines and/or student’s performance.

 

ATTENDANCE

Clinical teachers are expected to be in attendance at their cooperating school each day. Leaving the campus during the school day is not permitted without prior approval. It is the responsibility of the clinical teacher to inform the cooperating teacher, university supervisor and school office as soon as possible if absent. All absences must be officially reported through the online Student Data Portal and made up. Unexcused/ excessive absences may result in an unsatisfactory grade in clinical teaching. Only university approved absences are considered excused. For more details, visit http://student-rules.tamu.edu/rule07. An Attendance Log must be submitted (via CEHD Data Portal) at the end of the semester.

Absences to substitute teach and/or take certifications exams are unexcused.

One excused absence is allowed for a professional interview.

MAKE-UP TIME REQUIREMENTS

ABSENCES

EXCUSED

UNEXCUSED

Any part of a day up to ½ day

minimum ½-day (full day encouraged)

1 day

Any day (over ½-day)

1 day

2 days

2 days

2 days

4 days

3 days

3 days

Unsatisfactory grade

HOLIDAYS AND STAFF DEVELOPMENT DAYS

During the clinical teaching semester, clinical teachers will observe the holidays scheduled by the school system to which they are assigned regardless of the holidays observed by Texas A&M University. Clinical teachers are expected to be at school on staff development days and to participate in any professional development programs when appropriate.

 

RELATIONSHIP WITH STUDENTS/SOCIAL MEDIA

Clinical teachers should exercise extreme caution against becoming too familiar with students under their direction. It is not appropriate to socialize in any way with students within the district to which the clinical teacher is assigned without the presence of the cooperating teacher. The clinical teacher should be considered a professional not a "friend." Because it is assumed clinical teachers will adopt the position of a classroom teacher during this semester, students are advised to maintain a professional stance on social networks. Clinical teachers should refrain from ‘friending’ teachers, students and students’ parents.

CORPORAL PUNISHMENT

Corporal punishment is a sensitive issue in many schools and clinical teachers must not resort to this method of behavior control. Texas A&M University policy requires that if corporal punishment is recommended, it is to be administered by the cooperating teacher or other appropriate certified personnel.

 

SEMINAR ATTENDANCE

Professional development seminars conducted by supervisors are mandatory for all clinical teachers and vary in number and content. Supervisor seminars may not be held during school hours.

 

WORK/COURSES/GRADING

Clinical teaching is considered a full academic load. Additional course work is not allowed during the clinical teaching semester. Employment during clinical teaching is not advisable due to the tremendous time commitment expected for preparation. If financial needs require that some employment be assumed, this should be limited to 10-12 hours per week, preferably on weekends. Weekday afternoons should be free for seminars, faculty meetings, and curriculum planning. Any issues concerning employment during clinical teaching should be discussed in advance with your supervisor. At the end of the semester, clinical teachers are assigned Satisfactory 'S' / Unsatisfactory 'U'. No letter grade is assigned.

CLINICAL TEACHING ASSIGNMENTS

· Download the Clinical Teaching Handbook at https://mycehd.tamu.edu/tlac-clinical-teaching. Bring a signed copy of the Acknowledgement of Clinical Teaching Handbook to the university supervisor verifying that you have thoroughly read the handbook and upload into the CEHD Data Portal.

· Complete the Cooperating Teacher Information Sheet, turn it in to the supervisor, and include a bell/class schedule.

· Complete the Clinical Teacher Emergency Contact Form and submit to the required parties.

· Submit a Weekly Clinical Teaching Schedule to your supervisors each week. This assists the supervisor in scheduling his/her visits for observations. When filling it out weekly, you will only have to add the specifics regarding your periods of instruction. Each supervisor will specify where and when this schedule should be complete. It is your responsibility to email or turn it in on time to reflect organization and professionalism.

· Discuss a Pacing Schedule with your cooperating teacher. Begin filling out the Projected Clinical Teaching Schedule. Preferably turn this in to the university supervisor by the end of the third week.

· Organize a Clinical Teaching Notebook using a large three-ringed binder with individual dividers. Keep this notebook on your desk so that the supervisor may access it for during each visit. The notebook should contain the following components:

· Attendance Log must be initialed by the cooperating teacher daily & signed by the supervisor at the final evaluation.

· Calendar of events - TAMU clinical teaching calendar of events and a school district calendar.

· Lesson Plans - Place a lesson plan in your notebook for each lesson that you teach. Use the lesson plan formats provided in the handbook. Ask that the cooperating teacher initial the plan before you place it in your notebook. Keep the most recent lesson plans at the front of this section.

· Reflective Journal - One technique that will help you practice reflective skills is to keep a daily journal of your clinical teaching experiences and your personal reactions to those events. You may also reflect on a lesson you have taught by writing on the back of the lesson plan. Questions to help with these reflections are found below.

· Cooperating Teacher/Supervisor Observations - Your cooperating teacher and supervisor will observe you and give written feedback frequently. These observations should be in your notebook.

· Seminars/Meetings - Place handouts and notes here.

· General Information - Include school and office memos, questions to be answered, university information, etc.

· Instructional and Management Techniques - Gather and organize best practice ideas for use in your classroom.

· Clinical Teaching Handbook - Place your copy of the handbook here for quick reference.

JOURNAL

Becoming a skilled reflective thinker is a requirement for being an effective teacher. You may do this on a personal basis, or you may choose to share your journal with your cooperating teacher and/or your supervisor in order to be involved in an on-going “conversation” and problem–solving process. Taking time for journaling is valuable as a stress release, as a critical thinking tool, and as a way to capture those humorous or successful interactions with students that you do not wish to forget. As you develop self-reflective evaluation skills, you may ask yourself the following questions:

· What did I do effectively? What are my best qualities as a teacher? What did I do that was not effective?

· Where do I need improvement as a teacher? How can I improve the lesson content, activity, materials, etc.?

· What are some other ways to present the lesson that would be just as effective or more effective?

· What problems arose that I didn’t expect? How did I handle them? What are some alternative actions I could’ve used?

· How effective is my classroom management plan?

· What changes could I make to more effectively meet student’s needs and enhance success in learning?

eCAMPUS

Clinical teachers will complete assignments/discussions on eCampus throughout the clinical teaching experience.

FORMAL OBSERVATION/EVALUATION REFLECTIONS

Clinical teachers must submit reflections electronically within 48 hours of receipt of each observation/evaluation.

END OF SEMESTER EVALUATION

All clinical teachers will complete an online evaluation on their cooperating teacher and university supervisor.

CAREER FAIR

The Department of Teaching, Learning and Culture hosts the College of Education Career Fair. All clinical teachers are excused from their classrooms that day and are required to attend.

TEXAS A&M UNIVERSITY – DEPARTMENT OF TEACHING, LEARNING & CULTURE

CLINICAL TEACHING FORMAL OBSERVATION

Clinical Teacher:

Pre-Conference Date:

Grade/Subject:

Observation Date / Time In/Out:

Observer:

Post-Conference Date / Time In/Out:

Overall Rating: ______ (4 = Accomplished 3 = Proficient 2 = Developing 1 = Improvement Needed)

Overall Comments/Recommendations:

4 = Accomplished 3 = Proficient 2 = Developing 1 = Improvement Needed NO = Not Observed

Domain I – Planning

Rating

Comments

1. Aligns goals to state content standards

2. Aligns objectives to the lesson’s goal

Domain II – Instruction

3. Secures whole class attention to begin lesson

4. Transitions using motivational techniques

5. Connects lesson to students’ prior knowledge and future learning

6. Sets academic expectations

7. Establishes purpose by connecting learning to real world experiences

8. Conveys accurate content knowledge

9. Provides clear (written and verbal) explanations while modeling the learning

10. Encourages students to communicate effectively with the teacher and their peers

11. Uses questioning strategies to encourage higher-order thinking and problem solving

12. Monitors the quality of student participation and performance

13. Adjusts instruction and activities to maintain student engagement

14. Provides differentiated instructional methods to address individual needs

15. Recognizes student misunderstandings and responds appropriately

16. Uses formal and informal assessments to monitor progress

17. Engages all students in lesson closure

Domain III – Learning Environment

18. Implements the classroom behavior system

19. Organizes activities, resources, technology and instructional materials

20. Establishes and uses effective routines and procedures

21. Uses time efficiently (start time/pacing/transitions)

22. Moves with purpose throughout the classroom

23. Redirects off task/inappropriate behavior in a fair/firm and consistent manner

24. Reinforces/praises students’ academic efforts and desired behavior

25. Establishes a climate of courtesy and positive rapport

26. Uses effective verbal/non-verbal communication

Student Reflection:

Reflecting on your lesson, University Supervisor’s written observation report and interactive conference, please answer the following questions.

1. What worked well? Provide at least one example.

2. What would you have done differently?

3. Identify at least one short term goal and explain plan of action for achieving goal (refinement).

Adapted from the T-TESS

TEXAS A&M UNIVERSITY – DEPARTMENT OF TEACHING, LEARNING & CULTURE

CLINICAL TEACHING MIDPOINT/FINAL EVALUATION

Clinical Teacher:

Cooperating Teacher:

Grade/Subject:

Univ. Supervisor:

Interactive Conference Date:

Time In/Time Out:

Rating scale: 4 = Accomplished 3 = Proficient 2 = Developing 1 = Improvement Needed NO = Not Observed

Domain I – Planning

Rating

Comments

1. Prepares clear, well-organized, sequential lesson plans appropriate for diverse learners

2. Integrates technology to enhance mastery of goals

3. Plans instructional groups based on the needs of all students

Domain II – Instruction

4. States purpose, objectives, and procedures for lessons/closes lessons

5. Uses appropriate and accurate oral and written communication

6. Differentiates instruction to address individual needs

7. Keeps students on task/actively engaged

8. Persists with the lesson until most students demonstrate mastery of the objective

9. Checks for understanding through probing and critical thinking questioning strategies

Domain III – Learning Environment

10. Reinforces appropriate behavior and academic choices

11. Maintains a safe, assessable and efficient classroom

12. Establishes, communicates and maintains clear expectations for student behavior

13. Leads a mutually respectful and collaborative class of actively engaged learners

Domain IV – Professional Practices and Responsibilities

14. Behaves in accordance with the Code of Ethics and standard practices for Texas Educators

15. Models all professional standards (attendance, professional appearance and behaviors)

16. Adapts to new situations and challenges with a positive attitude

17. Demonstrates organizational skills

18. Works cooperatively with students, teachers, staff and supervisor

19. Is discreet with confidential information

20. Sets short-term goals based on self-assessment, reflection and supervisor feedback

21. Meets short-term goals

22. Takes initiative in performing tasks

23. Is receptive to suggestions

24. Engages in professional development activities/seminars/campus meetings

Overall Comments/Recommendations:

Student Reflection:

Reflecting on your three-way interactive conference with your Cooperating Teacher and University Supervisor, please answer the following questions.

1. What are two specific areas of professional strength (reinforcement)?

2. What are two specific areas of professional growth (refinement)? Explain plan of action to address areas needing refinement.

Adapted from the T-TESS

Guidelines for Observations/Midpoint & Final Conferences

Observations:

· Number of formal observations: Observe each clinical teacher a total of 4 times during the semester, two times prior to the midpoint conference and at least two times between the midpoint conference and the final conference. Additional observations may be needed if one of your clinical teachers is experiencing difficulties.

· Documentation requirements:

1. The 4 observations must be formal observations which means they are at least 45 minutes in length.

2. A pre-conference must accompany each formal observation. Keep a record of the date.

3. Document your feedback on each of the four formal observations using a hard copy of the Formal Observation form found at https://mycehd.tamu.edu/tlac-cooperating-teachers/. Keep track of the observation date, time in, and time out as well as the date and beginning/ending time of the follow-up conference for each lesson.

4. Within 48 hours of each observation and follow-up conference, use the link sent to you by the Field Experiences Office for the CEHD Data Portal to complete the online version of the Formal Observation.

5. Once you click "submit", this typed data is emailed to the clinical teacher who types and submits his/her reflections from that lesson. The clinical teacher is to complete this self-evaluation within 48 hours of receiving the automated typed document.

6. An electronic copy of the information you enter online including the clinical teacher's reflections is automatically sent to the cooperating teacher, the building principal, A&M, etc. The clinical teacher and University Supervisor will also receive a copy of this final documentation.

Midpoint Conference:

· When and Who: During Weeks 6 or 7, schedule and conduct a three-way midpoint conference for each clinical teacher. Give prior notification by emailing each CT with the day and time for the three-way midpoint conference. Remind the CT to fill out the Midpoint/Final Evaluation form prior to the scheduled conference. The US will complete this form prior to the conference as well.

· Format for the Conference:

1. Meet with the CT first to compare the two completed Midpoint/Final Evaluation forms. Although the numbers may not be identical, they should be consecutive (i.e. 2/3 or 3/4, etc). Discuss and make any needed changes.

2. Following this brief meeting with the CT, conduct a 15-20 minute 3-way midpoint conference focusing on the clinical teacher's strengths and areas for growth/refinement. (Suggestion: Begin with a reflective question such as "What do you feel is a strength and what do you feel is an area you would like to improve on from now to the end of clinical teaching?") Give the CT ample opportunity for input during the conference.

3. Following the conference, the US and the CT will each enter their midpoint evaluation numbers and comments in the CEHD Data Portal within 48 hours of the conference. The CT will need to be informed of this online requirement. Send a reminder if needed.

Final Conference:

· When and Who: If possible, conduct the final conferences during the last week of the clinical teaching semester. Give prior notification by emailing each CT with the day and time for the 3-way final conference. Remember that prior to the conference the US and CT will each complete the Midpoint/Final Evaluation form.

· Guidelines for the Final Conference:

1. Using the two completed Midpoint/Final Evaluation forms, meet with the CT and compare numbers.

2. Following this brief meeting with the CT, conduct the 3-way final conference. Keep the focus on growth (as discussed with the CT) and address tips on interviewing. Optional: Provide a letter of recommendation.

3. Following the conference, the US and the CT will each enter their final evaluation numbers and comments in the CEHD Data Portal within 48 hours of the conference.

Final steps:

· After the final conference, the US and the CT will each use the CEHD Data Portal to submit a recommendation for standard certification for the clinical teacher.

· Finally, remind each CT to use the links provided to evaluate his/her University Supervisor and each clinical teacher to evaluate his/her University Supervisor and Cooperating Teacher.

TEXAS A&M UNIVERSITY – DEPARTMENT OF TEACHING, LEARNING & CULTURE

STUDENT EXPECTATIONS AND COMPETENCIES

(GROWTH / PROBATION PLAN)

Student:

Instructor/Course:

Rating scale: 3= Meets Expectations 2= Needs Improvement 1= Unacceptable NA=Not Applicable(Circle applicable rating)

Expectations and Competencies

Rating

1. Is dependable/reliable/punctual/abides by school operation schedule

3

2

1

NA

2. Takes initiative in performing tasks

3

2

1

NA

3. Adapts in a flexible manner

3

2

1

NA

4. Demonstrates organizational skills

3

2

1

NA

5. Is receptive to suggestions

3

2

1

NA

6. Uses reflective thinking to analyze instruction

3

2

1

NA

7. Recognizes need for improvement and implements change

3

2

1

NA

8. Maintains professional dress and behavior

3

2

1

NA

9. Works cooperatively with teachers, staff and supervisor

3

2

1

NA

10. Engages in professional development activities/seminars/ campus meetings

3

2

1

NA

11. Is discreet with confidential information

3

2

1

NA

12. Respects learning and cultural diversities

3

2

1

NA

13. Exemplifies attributes for morals, ethics and values of teaching

3

2

1

NA

14. Exhibits dispositions conducive to professionalism (including technology)

3

2

1

NA

15. Other:

3

2

1

NA

Instructor/Supervisor Comments and Suggested Intervention Strategies

Student Signature/Date

Student signature acknowledges and understands expectations.

TLAC Representative Signature

TLAC Representative Position

Date of conference

Date to return reflection/form

Date to reconvene

Student: Reflecting on your conference, explain your plan of action to address areas needing improvement. (May use back for additional comments)

Supervisor’s Weekly Plan of Action

 

Note: This document provides a practical week by week guide for accomplishing the University Supervisor’s responsibilities that are included in the Clinical Teaching Handbook.

Week 1

· Clinical Teaching Orientation Seminar: Attendance is mandatory. Plan your orientation seminar for a day prior to the first day of the clinical teaching semester. Notify your clinical teachers well in advance about the day, time, and location.

· Suggestions for the Orientation Seminar:

1. Discuss expectations, deadlines, clinical teaching requirements/responsibilities, etc.

2. Remind cl ts to upload the signed acknowledgment (pg 4 in the HB)/Collect a signed copy as well.

3. Remind cl ts to complete the Emergency Contact form and submit it to the required parties. It must also be uploaded to the CEHD Data Portal. Collect your copy of the Emergency Contact form.

4. Discuss the timeline. The state of Texas requires 70 days in the classroom in order to be certified to teach, and A&M requires an additional day for the Career Fair (T=71 required days). All days of absence must be made up. These days are made up after the last official day of clinical teaching.

5. Guide your cl teachers through the Clinical Teaching Handbook (HB) pointing out items that you consider most important.

6. Discuss absences. Pay special attention to the “Attendance” information on pg 7 of the HB. Share that absences due to taking certification exams or substituting are considered unexcused. One day is allowed for a professional interview and is an excused absence. Excused days are made-up on a basis of 1:1 while unexcused days are 1:2.

7. Inform cl ts that a daily Attendance Log must be maintained (CT initials it daily). In order to qualify for graduation, an accurate Attendance Log must be submitted online at the end of the semester.

8. Discuss how absences are reported. Explain that in addition to notifying the Cooperating Teacher (CT), University Supervisor (US), and school office about an absence, cl ts are to officially record each day of absence online using the Student Data Portal provided by the Office of Field Experiences. In addition, the makeup day for each absence must be recorded in the portal.

9. Set a positive, professional tone for the semester. Communicate that we expect our cl ts to exhibit effort in all areas, have excellence attendance, incorporate suggestions, maintain a positive/professional attitude, demonstrate progress with planning, instruction, classroom management, etc. Stress that our expectations are high but that our cl teachers tend to be self-motivated. Note that it is extremely rare for any of our students to require additional field time other than for make-up days due to absences.

· “Hi!” visit: It is optional but highly recommended that you ‘drop by' unannounced for a quick visit (2-3 minutes) during the 1st week. This gives you an opportunity to see each clinical teacher in his/her teaching environment. Have the clinical teacher point out the location of his/her desk and clinical teaching notebook, etc.

· Second seminar: The ‘when’ and the ‘where’ for the second seminar is totally your decision. It works well to have this 2nd mandatory seminar a few days after the orientation seminar. Topics for this seminar are your choice as well. It may be necessary to include items from the handbook that could not be fully addressed during the 1st seminar (i.e. lesson planning, etc.).

· Weekly updates: Optional. It is wise to send weekly email updates, reminders, etc. to your cl teachers. It is equally wise to send updates, reminders, etc. to your CTs on an 'as needed basis'.

· Weekly Schedules: By Friday afternoon of the first week, each cl t is expected to provide his/her University Supervisor with a “Weekly Schedule” for Wk 2. This responsibility continues for the remaining weeks. (See pg. 24 in HB ) The wkly schedule can be submitted electronically or by hand.

Weeks 2-4

· When to begin observing: If you are supervising a large number of cl teachers, you may choose to begin the formal observation process towards the end of Week 2. Otherwise, wait until Week 3.

· What to observe: For the 1st formal observation, it is recommended that you give written feedback on voice-quality, body language, rapport with students, general classroom management and instructional techniques, teacher presence, etc. Spot-check lesson plans, scan the attendance log, initial the log on the date of your observation, and read all journal entries as well as any written feedback from the cooperating teacher.

· Observation Form: Use the Formal Observation Form (paper copy) found at https://mycehd.tamu.edu/tlac-cooperating-teachers/ for all four formal observations. This observation form has been adapted to reflect portions of the Texas – Teacher Evaluation and Support System referred to as T-TESS.

· Length of each observation: Each observation must be at least 45 minutes in length.

· Before and after each observation: Conduct a pre-observation conference. The method is your choice (in person, by phone, or electronically). A follow-up conference is also required for each observation. The follow-up conferences can be face to face or by phone. Self-evaluation is emphasized. Also, provide the clinical teacher with a copy of your written documentation. The clinical teacher is to place his/her copy of this written feedback in the clinical teaching notebook.

· Online Requirement:

1. Transfer your hand-written feedback to the online version of the Formal Observation form.

2. The Field Experiences Office will provide you with a link for this online entry.

3. Record the following information for each of your formal observations: pre-observation conference date, observation date, time in, and time out as well as the follow-up conference date, time in, and time out, etc. Submit the online form within 48 hours of each observation.

4. When you have “submitted” your data, it is electronically sent to the cl teacher for his/her reflections over the lesson.

5. The cl teacher must submit his/her reflections within 48 hours of receiving the online copy of the observation form.

6. As soon as the cl teacher clicks on ‘submit’, copies of the observation form including the cl teacher’s reflections are automatically sent to the clinical teacher, his/her CT, the principal, A&M, University Supervisor, etc.

· Importance of written feedback from the CT: Week 2 is a good time to remind your CTs through an email that, in addition to verbal feedback, the clinical teachers need regular written feedback. Emphasize that each clinical teacher should receive some type of written feedback at least once a week from his/her CT. It can be informal such as through a journal or formal using our forms found online at https://mycehd.tamu.edu/tlac-cooperating-teachers/.

· By the end of Wk 4: Each cl teacher should have one complete formal observation by his/her US.

· Growth/Probation Plan: Clinical teachers experiencing significant problems will be observed more often. If immediate improvement is not demonstrated, a “Growth Plan” is available for documentation of problematic areas, suggested intervention strategies, a timeline, etc. If in your professional judgement a “Growth Plan” is needed, you are to use the CEHD Data Portal provided by the Field Experiences Office to record your written documentation, etc. For the rare occasion when a “Growth Plan” does not successfully solve the issue/s, confer with the Field Experiences Office to receive guidance before proceeding with a Probation Plan.

Weeks 5 and 6

· 2nd formal observation: If all is going well, the second formal observation occurs when the clinical teacher is in his/her first full responsibility. The first full responsibility usually begins during Week 5 or 6. Using the Formal Observation Form, give the cl t written feedback on questioning strategies, classroom management, the lesson cycle, etc. Again, spot-check all lesson plans and the attendance log, initial the log on the date of your observation, and read the cl teacher’s journal entries. Read all written feedback from the cooperating teacher as well.

· Thinking ahead to Week 7: Ask your cl ts to acquire information from their Cooperating Teachers concerning conflicts that might occur during conference periods for Week 7. Have your cl teachers record these conflicts on their Week 7 schedules before turning them in to you. This information will be quite helpful to you as you work on your master schedule for the midpoint conferences.

 

 

Week 7

· Prior notification to CTs about the Midpoint Conferences: Notify CTs well in advance of the midpoint conference. Include the day and time for his/her clinical teacher’s conference in an email. Give the CT an opportunity to reschedule if needed. Remind CTs to fill out the Midpoint/Final Evaluation form prior to the conference. Emphasize the importance of leaving room for growth. Although conference periods are a priority, blocks of time such as recess, library, counselor, after school, etc. may be used in order to fit everyone into your schedule.

· Preparation for the Midpoint Conference: Plan 10-15 minutes to meet with each CT prior to the 15-20 minutes of the three-way conference. This "mini conference" allows you and the CT time to discuss strengths and weaknesses as well as compare your numbers on the Midpoint/Final Evaluation form. Your numbers do not have to be identical but should be close (i.e. 2/3 or 3/4 not 2/4). Discuss each cl teacher's strengths and areas for improvement/refinement as noted on the midpoint evaluation.

· Format for the Midpoint Conference:

1. Meet with the CT first (details explained in the bullet above). Compare numbers on your Midpoint/Final Evaluation forms. Briefly discuss strengths and areas for growth.

2. Following this brief meeting with the CT, conduct a 15-20 minutes midpoint conference that includes the clinical teacher and CT.

3. Focus on strengths and areas to improve or refine. (Suggestion: You may want to start with a question for the clinical teacher such as "What do you feel is a strength and what do you feel is an area you would like to improve on from now to the end of clinical teaching?")

· Online Requirement: Within 48 hours after the conference, record your data from the Midpoint/Final Evaluation in the CEHD Data Portal. The CT will submit an electronic copy of the midpoint evaluation in this portal as well. It may be necessary to remind the CT to complete this requirement within 48 hours of the conference. Once these forms are submitted, they are automatically sent to the cl teacher who records his/her reflections on each form. When the cl teacher clicks ‘submit’, the completed Midpoint/Final Evaluations are automatically sent to the cl t, his/her CT, the principal, A&M, etc. No further action is required.

Weeks 8 - 10

· 3rd formal observation: Begin the third round of formal observations. In addition to critiquing the lesson and reading all journal entries as well as feedback from the CT, remember to spot-check and initial the Attendance Log on the date of your observation. Your goal is to complete all round three formal observations by the end of Week 10.

· Second environment: Optional! Many clinical teachers would benefit from observing in other classrooms at this time. If this option is chosen, Cooperating Teachers determine the classroom teachers with whom they would like for their clinical teachers to observe and set up a schedule that includes no more than 5 days of observing in other classrooms. The second environment generally occurs any time after the first full responsibility. It might be that the CT and clinical teacher decide to save the second environment for the last week of the semester. Spacing these observation days out during the 14 weeks of clinical teaching is also acceptable.

Weeks 11 - 13

· 4th formal observation: The fourth formal observation is ideally conducted when the clinical teacher is in his/her 2nd full responsibility. Plan your fourth observation with this in mind. During the observation, be sure to spot-check and initial the Attendance Log on the date of your observation. Remember that a phone or face-to-face conference will follow each observation.

· Think ahead to Week 14 (final conferences): As earlier in the semester, ask your clinical teachers to check with their Cooperating Teachers before turning in Week 14’s schedule so that conflicts that might affect the scheduling of the final conference can be noted ahead of time on their Week 14 schedules.

· Wrap-up Seminar: Optional! Clinical ts may attend a wrap-up seminar after school at a time of your choosing. It is a good time to emphasize the importance of finishing strong.

 

Week 14 (may extend into Week 15 in order to total 70 days + Career Fair)

· Prior notification to CTs about the Final Conferences: Send each CT an email with the day and time for the final conference of his/her clinical teacher. Remember to include an option for rescheduling the conference if there is a conflict. Remind the CTs to fill out the Midpoint/Final Evaluation form prior to the final conference.

· Guidelines for the Final Conference: As at the midpoint conference, schedule approximately 10 minutes to meet with each CT in order to compare numbers on the two Midpoint/Final Evaluation forms. Conduct a 3-way final conference that is approximately 20 minutes in length. Discuss the clinical teacher's strengths and areas that will improve with experience. You may choose to give each clinical teacher some interviewing tips. Make this a team effort between you and the Cooperating Teacher. Also, it is a good idea to provide a letter of recommendation at this final conference. Your CTs may choose to do this as well.

· After the Final Conference: The US and CT will each submit an electronic copy of the final evaluation in the CEHD Data Portal within 48 hours of the final conference.

· Recommendation at the end of the semester: Using the CEHD Data Portal, the US and CT will each submit a recommendation for standard certification.

· Important last step for CTs and clinical teachers: Remind CTs to go online to evaluate you and clinical teachers to go online to evaluate you and their CTs. It is best if this last step is completed after the final conference has occurred.

Clinical Teacher: enter arrival time/departure time daily, sign and upload into eCampus at the end of the semester Cooperating Teacher: initial daily, sign at the end of the semester

University Supervisor: initial on date of each campus visit and sign at final evaluation

TEXAS A&M UNIVERSITY – DEPARTMENT OF TEACHING, LEARNING & CULTURE FALL 2019 CLINICAL TEACHER ATTENDANCE LOG

70 full-days

Clinical Teacher Name Teacher Name

Clinical Teacher Email Supervisor Name Campus Times District/Campus

Date # Day Arrival Time Depart Time

Coop T Initial Date # Day

Arrival Time

Depart Time

Coop T Initial Date # Day

Arrival Time

Depart Time

Coop T Initial

AUG 12 SEPT 30 NOV 18

AUG 13 OCT 1 NOV 19

AUG 14 OCT 2 NOV 20

AUG 15 OCT 3 NOV 21

AUG 16 OCT 4 NOV 22

AUG 19 OCT 7 NOV 25

AUG 20 OCT 8 NOV 26

AUG 21 OCT 9 NOV 27

AUG 22 OCT 10 NOV 28 ----- HOLIDAY ----- -----

AUG 23 OCT 11 NOV 29 ----- HOLIDAY ----- -----

AUG 26 OCT 14 DEC 2

AUG 27 OCT 15 DEC 3

AUG 28 OCT 16 DEC 4

AUG 29 OCT 17 DEC 5

AUG 30 OCT 18 DEC 6

SEPT 2 OCT 21 DEC 9

SEPT 3 OCT 22 DEC 10

SEPT 4 OCT 23 DEC 11

SEPT 5 OCT 24 DEC 12

SEPT 6 OCT 25 DEC 13

SEPT 9 OCT 28 DEC 16

SEPT 10 OCT 29 DEC 17

SEPT 11 OCT 30 DEC 18

SEPT 12 OCT 31 DEC 19

SEPT 13 NOV 1 DEC 20

SEPT 16 NOV 4 ----- CAREER FAIR ----- NOTES / COMMENTS

SEPT 17 NOV 5

SEPT 18 NOV 6

SEPT 19 NOV 7

SEPT 20 NOV 8

SEPT 23 NOV 11

SEPT 24 NOV 12

SEPT 25 NOV 13

SEPT 26 NOV 14

SEPT 27 NOV 15

Clinical Teacher Signature/Date: Cooperating Teacher Signature/Date:

Total Number of Days: University Supervisor Signature/Date:

Clinical Teacher: enter arrival time/departure time daily, sign and upload into eCampus at the end of the semester

Cooperating Teacher: initial daily, sign at the end of the semester

University Supervisor: initial on date of each campus visit and sign at final evaluation

TEXAS A&M UNIVERSITY – DEPARTMENT OF TEACHING, LEARNING & CULTURE

FALL 2019 CLINICAL TEACHER ATTENDANCE LOG

70 full-days

Clinical Teacher Name Teacher Name

Clinical Teacher Email Supervisor Name

Campus Times District/Campus

Date # Day

Arrival

Time

Depart

Time

Coop T

Initial

Date # Day

Arrival

Time

Depart

Time

Coop T

Initial

Date # Day

Arrival

Time

Depart

Time

Coop T

Initial

AUG 12 SEPT 30 NOV 18

AUG 13 OCT 1 NOV 19

AUG 14 OCT 2 NOV 20

AUG 15 OCT 3 NOV 21

AUG 16 OCT 4 NOV 22

AUG 19 OCT 7 NOV 25

AUG 20 OCT 8 NOV 26

AUG 21 OCT 9 NOV 27

AUG 22 OCT 10 NOV 28 ----- HOLIDAY ----- -----

AUG 23 OCT 11 NOV 29 ----- HOLIDAY ----- -----

AUG 26 OCT 14 DEC 2

AUG 27 OCT 15 DEC 3

AUG 28 OCT 16 DEC 4

AUG 29 OCT 17 DEC 5

AUG 30 OCT 18 DEC 6

SEPT 2 OCT 21 DEC 9

SEPT 3 OCT 22 DEC 10

SEPT 4 OCT 23 DEC 11

SEPT 5 OCT 24 DEC 12

SEPT 6 OCT 25 DEC 13

SEPT 9 OCT 28 DEC 16

SEPT 10 OCT 29 DEC 17

SEPT 11 OCT 30 DEC 18

SEPT 12 OCT 31 DEC 19

SEPT 13 NOV 1 DEC 20

SEPT 16 NOV 4 ----- CAREER FAIR ----- NOTES / COMMENTS

SEPT 17 NOV 5

SEPT 18 NOV 6

SEPT 19 NOV 7

SEPT 20 NOV 8

SEPT 23 NOV 11

SEPT 24 NOV 12

SEPT 25 NOV 13

SEPT 26 NOV 14

SEPT 27 NOV 15

Clinical Teacher Signature/Date: Cooperating Teacher Signature/Date:

Total Number of Days:

University Supervisor Signature/Date:

TEXAS A&M UNIVERSITY – DEPARTMENT OF TEACHING, LEARNING & CULTURE

FALL 2019 CLINICAL TEACHER ATTENDANCE LOG

70 full-days

Clinical Teacher Name

Teacher Name

Clinical Teacher Email

Supervisor Name

Campus Times

District/Campus

Date

# Day

Arrival Time

Depart Time

Coop T Initial

Date

# Day

Arrival Time

Depart Time

Coop T Initial

Date

# Day

Arrival Time

Depart Time

Coop T Initial

AUG 12

SEPT 30

NOV 18

AUG 13

OCT 1

NOV 19

AUG 14

OCT 2

NOV 20

AUG 15

OCT 3

NOV 21

AUG 16

OCT 4

NOV 22

AUG 19

OCT 7

NOV 25

AUG 20

OCT 8

NOV 26

AUG 21

OCT 9

NOV 27

AUG 22

OCT 10

NOV 28

-----

HOLIDAY

-----

-----

AUG 23

OCT 11

NOV 29

-----

HOLIDAY

-----

-----

AUG 26

OCT 14

DEC 2

AUG 27

OCT 15

DEC 3

AUG 28

OCT 16

DEC 4

AUG 29

OCT 17

DEC 5

AUG 30

OCT 18

DEC 6

SEPT 2

OCT 21

DEC 9

SEPT 3

OCT 22

DEC 10

SEPT 4

OCT 23

DEC 11

SEPT 5

OCT 24

DEC 12

SEPT 6

OCT 25

DEC 13

SEPT 9

OCT 28

DEC 16

SEPT 10

OCT 29

DEC 17

SEPT 11

OCT 30

DEC 18

SEPT 12

OCT 31

DEC 19

SEPT 13

NOV 1

DEC 20

SEPT 16

NOV 4

-----

CAREER

FAIR

-----

NOTES / COMMENTS

SEPT 17

NOV 5

SEPT 18

NOV 6

SEPT 19

NOV 7

SEPT 20

NOV 8

SEPT 23

NOV 11

SEPT 24

NOV 12

SEPT 25

NOV 13

SEPT 26

NOV 14

SEPT 27

NOV 15

Clinical Teacher Signature/Date:

Cooperating Teacher Signature/Date:

Total Number of Days:

University Supervisor Signature/Date:

Clinical Teacher: enter arrival time/departure time daily, sign and upload into eCampus at the end of the semester

Cooperating Teacher: initial daily, sign at the end of the semester

University Supervisor: initial on date of each campus visit and sign at final evaluation