INITIAL PROGRAMS

General Teacher Education (multiple and single subject)
Each student teacher, master teacher, and university supervisor receives an orientation packet/folder of information prior to the beginning of student teaching.  In addition, a USD Student Teaching Handbook is given to each participant at the beginning of the student teaching semester.  Student teaching guidelines are well defined in both the orientation packet and handbook, as are the roles and responsibilities of the student teacher, university supervisor and master teacher.

Master teachers are oriented to the program by the university supervisor and by reading the materials in the Student Teaching Handbook. With respect to their training in supervision, only those teachers who have demonstrated that they have attended workshops, classes, seminars, etc. in coaching and supervision, are eligible to serve as USD master teachers. Documentation is collected every term from master teachers about their training in supervision. The larger districts, such as San Diego Unified, distribute a list each year with the names and credential areas of their teachers who are trained to serve as master teachers. Only teachers on those lists are actually employed as master teachers for USD multiple subject or single subject teacher candidates.

The semester before student teaching, prospective candidates are required to attend a preliminary informational meeting.  Basic guidelines for student teaching are discussed so that candidates may be informed as to prerequisites, requirements and performance expectations.

Before student teaching begins, an orientation meeting is scheduled for student teachers and university supervisors.  The basic guidelines, rules, roles and responsibilities are discussed once again. Procedures, delineated in the handbook, to follow in the event of problems in student teaching are also reviewed.  Orientation packets and student teaching handbooks are disseminated to student teachers and supervisors.   Student teachers are assigned their placement sites and then meet with their university supervisors for further orientation. 

Within the first two weeks of student teaching, a three-way introductory meeting at the school takes place between the master teacher, university supervisor and student teacher.   Guidelines for student teaching from the student teaching handbook and orientation packet are discussed and clarified. During the semester, university supervisors are required to conduct a minimum of six formal observations, with written feedback to the student teacher. 

Special Education

Mild/Moderate Education Specialist
Deaf and Hard of Hearing

The Special Education full-time  and part-time faculty serve as University Supervisors. The training of supervisors mostly includes discussion in the regular program meetings. There is a comprehensive handbook outlining duties and responsibilities for university supervisors.

Master teachers are oriented to the program by the university supervisor and by reading the materials in the Student Teaching Handbook. With respect to their training in supervision, only those teachers who have demonstrated that they have attended workshops, classes, seminars, etc. in coaching and supervision, are eligible to serve as USD master teachers. Documentation is collected every term from master teachers about their training in supervision. The larger districts, such as San Diego Unified, distribute a list each year with the names and credential areas of their teachers who are trained to serve as master teachers. Only teachers on those lists are actually employed as master teachers for USD special education teacher candidates.

ADVANCED PROGRAMS

School Counseling
Pupil Personnel Services (PPS) 

Training and Orientation of Field Experience Supervisors
Faculty and University supervisors play important roles in training and orienting school field supervisors. The program has a fieldwork manual. This manual specifies the roles and responsibilities of field supervisors, the school administrator, the university supervisor, program faculty and the candidate. It is the responsibility of the University Supervisor to orient and train Field Supervisors about the program and to assist with strategies for effective supervision. This involves meeting individually with the field supervisor to review the candidate’s field experience contract, the process of supervision, roles, and responsibilities. The field supervisor and the university supervisor meet on a regular basis to consult on the progress of the candidate. The field experience supervisor manual is posted on the website.

Preliminary Educational Administration
Professional Educational Administration

The Role of the Supervising/Mentor Principal
The Supervising/Mentor Principal will model, coach, analyze, reflect and check for understanding to ensure there is transfer of learning so that leadership skills are effectively developed.

 Modeling

• The Supervising/Mentor Principal will ensure that the student shadows him/her. Shadowing opportunities include walkthroughs, observations, feedback sessions, staff conferences, parent meetings, conversations with support staff, budget conversations, study groups, grade level meetings, etc.
• The Supervising/Mentor Principal and student will observe and analyze classroom practice. S/he will confer with and discuss how they would enable the teacher to improve.
• The Supervising/Mentor Principal will “think aloud” so that the student can understand the thinking processes that go into instructional leadership decision making.

Coaching, Analyzing, Reflecting, and Checking for Understanding

• The Supervising/Mentor Principal will encourage, guide, and coach the student to take on increasing leadership roles. The student will observe, practice, and then lead selected leadership activities as appropriate.
• The Supervising/Mentor Principal and the student will analyze classroom observations, note patterns or trends, and make decisions for next steps.
• The Supervising/Mentor Principal will regularly reflect with the student on  leadership skills and instructional practices to ensure continuous improvement in teaching and learning.
• The Supervising/Mentor Principal will check for understanding as s/he observes the student in practice.

Other Responsibilities

• The Supervising/Mentor Principal and the University Supervisor will discuss with the student the grade for the practicum (LEAD 597/8P) based on observations and review of documentation of the student’s work. The final decision on the awarding of grades is the University Supervisor’s. The Supervising/Mentor Principal will provide regular feedback to the student so that effective leadership development is reinforced or less than effective behaviors can be modified.
• In order to provide ongoing feedback and communication, the University Supervisor will meet regularly with the student and Supervising/Mentor Principal to discuss the student’s progress in the fieldwork. The Supervising/Mentor Principal, student, and University Supervisor will plan mutually agreed-upon next steps for the student.
• The Supervising/Mentor Principal can expect the student to engage in the work of site instructional leadership, to be focused, determined, and reflective in her/his work, and to be an asset to the administrative team and school community. The Supervising/Mentor Principal should communicate any concerns about the student’s performance, first directly to the student, and then directly to the University Supervisor if the concerns persist.

Back to Standard 3: Exhibit 3