Standard Two Compendium 2 - R2.2 Clinical Expectations and Training

Grambling State University Standard Two Compendium 2

R2.2 Clinical Expectations and Training

Standards Alignment: This compendium, entitled Clinical Expectations & Training provides evidence to support:

CAEP Standard Two – The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrative positive impact on all P-12 students’ learning and development.

CAEP Standard R2.2: Partners co-select, prepare, evaluate, and support high-quality clinical educators, both provider- and school-based, who demonstrate a positive impact on candidates’ development and diverse P-12 student learning and development.

How Alignment is assured: The Assessment Coordinator in consultation with Program/Discipline Chairs, aligns the evaluation measures and assessment tasks with CAEP, InTASC, and appropriate Technology (ISTE) Standards. The Assessment Coordinator maintains alignments and adherence to multiple Louisiana state laws and policy regulations. All Standards have been maintained utilizing Watermark – Taskstream. This standards database is maintained by the Assessment Coordinator so that alignments can accommodate updates to standards, program competencies, courses, or assessments.

Evidence Overview

Below is a compilation of evidence demonstrating participation, co-selection and retention of high-quality clinical educators (provider and school-based), professional development focusing on the positive impact on candidates’ development and P-12 student learning and development, and performance evaluations of clinical educators.

Evidence and Analysis

The matrix below highlights the process for the co-selection of high-quality clinical educators. The linked documents were co-constructed with clinical partners (Mentor teachers, Human Resource Directors, and Principals).

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard Two Compendium 2 R2.2 Clinical Expectations and Training

Co-selection of high-quality clinical educators School-Based Provider Based

Each mentor teacher selected to supervise the field experience candidate(s) shall hold a current Louisiana license and certificate in the subject area/grade level to which the field experience is assigned.

The mentor teacher must complete:

• complete the state-approved training program, and

• complete the Louisiana Mentor Teacher Assessment Series, specially designed licensure assessments unique to this role

The District and University will collaborate and co-select the mentor teacher best suited to the teacher candidate’s needs (see below).

Student Teaching and Practicum: -The Office of Professional Laboratory Experiences and district representative(s) identify in advance mentor teachers that meet specific requirements for effective mentorship and coaching of teacher candidates. Multiple indicators and appropriate technology-based applications (Taskstream, Canvas(LMS) and TeachLouisiana.net are used. Credentials managed in Taskstream are used to establish, maintain, and refine criteria for selection, professional development, performance evaluation, continuous improvement, and retention of clinical educators in all clinical placement settings.

The initial criteria to identify eligible mentor teachers shall include the following:

a. Complete a state-approved training program

b. Complete the Louisiana Mentor Teacher Assessment Series, specially designed licensure assessments unique to this role

c These preferred qualifications are:

• valid Type A or Level 3 Louisiana certificate in the field of the supervisory assignment;

• valid Type B or Level 2 Louisiana certificate in the field of the supervisory assignment and successfully complete the three semester-hour course in the supervision of student teaching;

• valid Type B or Level 2 Louisiana certificate in the field of the supervisory assignment and successfully complete assessor training through the Louisiana Teacher Assistance and Assessment Program; and

• valid Type B or Level 2 Louisiana certificate in the field of the supervisory assignment and National Board Certification in the field of the supervisory assignment.

Grambling State University maintains high expectations of University Supervisors. While all faculty serves as University Supervisors, the following must be evidenced:

• Educational Credentials: All faculty must hold an advanced degree in the field of Education and have teaching experience in the relevant grade level and subject area.

• Knowledge of Pedagogy and Mentoring Experience: All faculty are trained to implement the Danielson rubric which identifies research based instructional best practices and identifies the mentoring cycle in development, implementation, feedback, and reflective practices.

• Effective Communication Skills: University Supervisors maintain partnerships with stakeholders and represent the EPP in the school systems. Understanding the policies and procedures of the school system and helping the resident navigate the expectations of the district and university expectations while providing constructive feedback, facilitating difficult conversations, and advocating and supporting residents

• Commitment to Ongoing Professional Development: University Supervisors must attend yearly training and stay up to date on current research and best practices in the field. All faculty recertify yearly with Danielson and are expected to contribute to the field.

Requirements to serve and Expectations for University Supervisors are found in the Residency Handbook (Link to Specific Pages 7 & 9).

Faculty Profiles are kept by GSU and are available upon request.

(See below for Danielson Recertification Evidence.)

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution

"College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard Two Compendium 2 R2.2 Clinical Expectations and Training

Co-selection of high-quality clinical educators School-Based Provider Based

Criteria for section of cooperating teachers for clinical practice have always been prominent in decision-making. These criteria include:

• Minimum of three years’ experience

• Recommendation by principal and university supervisors as effective teacher

• Recommendation by principal and university supervisors as strong mentor

• Certification in the area that they will be supervising is required

• Previous success by teacher in working with a student teacher

• Training in Danielson’s Framework for Teaching is currently strongly encouraged.

• Training in LA COMPASS or current LA teacher evaluation tool is strongly encouraged

Mentor Teacher eligibility requirements are posted Residency Handbook page 8. These requirements are communicated to the districts and are posted in the promotional package for presentations to district leadership.

Preparation of High-Quality Clinical Educators School-Based Provider Based

The EPP consistently holds school-based trainings with mentors. Listed below are sample agendas and sign in sheets for participants:

R2.2 Mentor Teacher Training 2021

R2.2 Mentor Teacher Training 2022

The EPP consistently has faculty attend yearly Danielson training since implementation of the Danielson for the EPP as shown in the following documents:

R.2.2 Danielson Contract 2019-2020

R.2.2 Danielson Contract 2020-2021

R.2.2 Danielson Contract 2021-2022

Evaluation of Clinical Educators

Collaboration on the evaluation of clinical educators as it relates to roles and responsibilities can be seen through the resident and university supervisor evaluation process outlined in the Residency Handbook in Forms section: Resident Evaluation of Mentor Mentor Teacher Evaluation by Resident University Supervisor Evaluation by Mentor Mentor Teacher Evaluation by University Supervisor

The EPP consistently collects feedback from Mentor Teachers on University Supervisors. Mentors are invited to provide feedback at the end of each semester. Three samples are provided below:

R2.2 Mentor Teacher Feedback Sample 1

R2.2 Mentor Teacher Feedback Sample 2

R2.2 Mentor Teacher Feedback Sample 3

Mentor teachers are invited to give feedback on University Supervisors at the end of each semester. The EPP consistently collects this data as shown in the three samples below, provided samples from 2020, 2021, 2022.

R2.2 University Supervisor Feedback Sample 1

R2.2 University Supervisor Feedback Sample 2

R2.2 University Supervisor Feedback Sample 3

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0

"College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard Two Compendium 2

Clinical Expectations and Training

Analysis and Interpretation:

Grambling State University provides evidence for

• the development of criteria for the co-selection of clinical educators that includes demonstration of positive Pk-12 student learning and development through district partnerships that establish relationships and provide the EPP with quality mentors based on the Louisiana Department of Education’s expectations and published criteria of effective mentors as evidenced in mentors receiving the State approved mentoring certification and the qualifications that are discussed with district partners.

• The EPP has provided evidence of preparation of clinical educators through school-based training and meetings held by the Residency Coordinator and Partnership meetings with the PK-16 Advisory Council.

• Collaboration to provide support for clinical educators is outlined by the Residency Coordinator in the initial training meeting where information is provided.

• Collaboration on the evaluation of clinical educators as it relates to roles and responsibilities occurs.

Continuous Improvement

Focus Area #1:

• Collaboration on the evaluation of clinical educators as it relates to roles and responsibilities can be seen through the resident and university supervisor evaluation process outlined in the Residency Handbook in Forms section. While collection has been occurring, analysis of data and dissemination of results due to the COVID-19 pandemic was interrupted.

Focus Area #2:

• Collaboration to provide support for clinical educators is outlined by the Residency Coordinator in the initial training meeting where information is provided. As the program is small and relationship based the Residency Coordinator provides one on one support for clinical educators as well as university supervisors. Policy regarding development, review, and revision of support will be outlined in Standard 5 to support data-based decision-making regarding support.