On Call Field Supervisor - Education

Santa Clara University•Santa Clara, CA

3d•Hybrid

About The Position

The Field Supervisor reports to the Field Experience Coordinator. The position includes, but is not limited to, the following responsibilities: Represent the SCU teaching credential programs in all communications with Master Teachers. Discuss your role in the process of support, evaluation, and interaction with Master Teachers and teacher candidates throughout the school year. Clarify/reinforce program’s expectations for Master Teachers as needed throughout the year. Review the compensation for Master Teachers and the process for payment in June through their district office warrant procedure. Communicate regularly with Master Teachers, Coordinators of Field Experiences, and Director of Teacher Education regarding teacher candidates’ professional progress. Observe, document and evaluate teacher candidates’ professional practices, including lesson planning, unit design, differentiation, classroom management, assessment of student learning, and other practices detailed on the SCU evaluation documents. Provide detailed feedback to teacher candidates regarding their performance. During fall quarter, visit teacher candidates 4 times for informal observation and discussion. During winter and spring quarters, conduct and document 2 informal observations, two formal observations, and complete two summative evaluations (numerical rating scale and narrative observations) with each teacher candidate. Arrange and conduct 3-way conferences with the Master Teachers and teacher candidates at the conclusion of fall, winter, and spring quarters. At the end of fall quarter, work with Master Teachers to assess teacher candidates’ readiness to advance to student teaching; assist teacher candidates in completing appropriate documentation. At the end of winter quarter, review summative evaluations and work with Master Teachers to assess teacher candidates’ suitability to continue in student teaching; assist teacher candidates in completing appropriate documentation. At the end of spring quarter, review summative evaluations with Master Teachers and teacher candidates. Conduct an introductory meeting with Master Teachers and SCU teacher candidates at the start of the academic year during which you Describe the role and responsibilities of the field supervisor, including the number of formal and informal observations you will conduct each quarter; clarify the distinctions between the field supervisor’s responsibilities and the master teacher’s responsibilities. Walk Master Teacher through the teacher candidate handbook and provide an overview of the program and SCU’s expectations:Treat teacher candidates as equals and with professional respect. Introduce teacher candidates to colleagues/staff/aides/administrative assistants Introduce teacher candidates to class Establish a designated work area, provide keys, supplies, computer access for teacher candidates Share calendar and bulletins weekly Involve teacher candidates in daily lessons on a gradual basis Inform teacher candidates when they are ready to take on responsibility for teaching each quarter Check teacher candidates’ daily and weekly lesson plans on Friday prior to teaching (not during the lessons) and provide feedback Share resources and ideas for lesson/unit plans with teacher candidates Provide teacher candidates with constructive suggestions on a daily and weekly basis Explain the reasoning and rationale behind your decisions regarding instruction, curriculum, classroom management, student discipline Share unit tests and quizzes and provide the rationale behind their construction Share standardized test scores, formal assessment data, and informal documentation of student learning and demonstrated how these data are used to inform instructional decision making and to adapt lessons Explain student IEPs with plans of action and 504 plans, and offer guidance for working with special education teachers Include teacher candidate in at least one IEP meeting and at least one Student Study Team meeting Share CELDT scores of identified English Language Learners and explain how to use the CELDT data to adapt instruction Support the teacher candidates’ requirement to visit other classes/cross curricular areas/grade levels at the school site and to spend one week of visitation at another school either within the district or a different district during the fall quarter. Allow teacher candidates to teach lessons, practice instructional strategies, and engage in other professional activities in the placement classroom as required for SCU course assignments Arrange for the student teacher to attend at least one staff meeting, one or more parent conference(s), and one relevant school function or activity Assist in supporting teacher candidates’ maintenance of their lesson plan binder, log sheet of meetings, professional goals, and reflections. This binder shall be present at all times at school for review by the Field Supervisor. Support teacher candidates with their completion of the Teaching Performance Assessment tasks, including securing parent permission forms. Demonstrate how to use the current versions of SCU’s observation and evaluation forms; discuss suggested timelines for completing the forms for each quarter Review policies and procedures regarding the expectations for teacher candidates’ time commitment at school, for reporting absences to Master Teachers and Supervisor, and for adhering to the SCU or school district calendar as described in the Teacher Candidate Handbook Review/discuss how often master teacher will be in the classroom with teacher candidates. For single subject candidates, specify SCU’s expectation that the master teacher must leave teacher candidates alone in the classroom during the first week of instruction. Meet at least once per month with the Master Teacher to review teacher candidates’ progress. Communicate with Coordinators of Field Experience and Director of Teacher Education regarding any evidence of teacher candidates’ poor performance, concerns about the suitability of the classroom placement or Master Teacher. Assist in the preparation and completion of a Field Experience Performance Plan when necessary. Describe the role and responsibilities of the Master Teacher, including the number of formal and information observations to be conducted each quarter suggested timelines for teacher candidates’ assumption of teaching responsibilities classes/periods to be used for student teaching in the morning and/or afternoon.

Requirements

All field supervisors working with Santa Clara University (SCU) teacher candidates must have significant experience as a teacher or administrator in a K-12 school setting, including experience observing and evaluating teaching performance.
The ability to effectively establish and maintain cooperative working relationships within a diverse multicultural environment.

Responsibilities

Represent the SCU teaching credential programs in all communications with Master Teachers.
Discuss your role in the process of support, evaluation, and interaction with Master Teachers and teacher candidates throughout the school year.
Clarify/reinforce program’s expectations for Master Teachers as needed throughout the year.
Review the compensation for Master Teachers and the process for payment in June through their district office warrant procedure.
Communicate regularly with Master Teachers, Coordinators of Field Experiences, and Director of Teacher Education regarding teacher candidates’ professional progress.
Observe, document and evaluate teacher candidates’ professional practices, including lesson planning, unit design, differentiation, classroom management, assessment of student learning, and other practices detailed on the SCU evaluation documents.
Provide detailed feedback to teacher candidates regarding their performance.
Visit teacher candidates 4 times for informal observation and discussion during fall quarter.
Conduct and document 2 informal observations, two formal observations, and complete two summative evaluations with each teacher candidate during winter and spring quarters.
Arrange and conduct 3-way conferences with the Master Teachers and teacher candidates at the conclusion of fall, winter, and spring quarters.
Assess teacher candidates’ readiness to advance to student teaching at the end of fall quarter.
Review summative evaluations and assess teacher candidates’ suitability to continue in student teaching at the end of winter quarter.
Review summative evaluations with Master Teachers and teacher candidates at the end of spring quarter.
Conduct an introductory meeting with Master Teachers and SCU teacher candidates at the start of the academic year.
Introduce teacher candidates to colleagues/staff/aides/administrative assistants and to class.
Establish a designated work area, provide keys, supplies, computer access for teacher candidates.
Share calendar and bulletins weekly.
Involve teacher candidates in daily lessons on a gradual basis.
Inform teacher candidates when they are ready to take on responsibility for teaching each quarter.
Check teacher candidates’ daily and weekly lesson plans on Friday prior to teaching and provide feedback.
Share resources and ideas for lesson/unit plans with teacher candidates.
Provide teacher candidates with constructive suggestions on a daily and weekly basis.
Explain the reasoning and rationale behind your decisions regarding instruction, curriculum, classroom management, student discipline.
Share unit tests and quizzes and provide the rationale behind their construction.
Share standardized test scores, formal assessment data, and informal documentation of student learning and demonstrate how these data are used to inform instructional decision making and to adapt lessons.
Explain student IEPs with plans of action and 504 plans, and offer guidance for working with special education teachers.
Include teacher candidate in at least one IEP meeting and at least one Student Study Team meeting.
Share CELDT scores of identified English Language Learners and explain how to use the CELDT data to adapt instruction.
Support the teacher candidates’ requirement to visit other classes/cross curricular areas/grade levels at the school site and to spend one week of visitation at another school.
Allow teacher candidates to teach lessons, practice instructional strategies, and engage in other professional activities in the placement classroom.
Arrange for the student teacher to attend at least one staff meeting, one or more parent conference(s), and one relevant school function or activity.
Assist in supporting teacher candidates’ maintenance of their lesson plan binder, log sheet of meetings, professional goals, and reflections.
Support teacher candidates with their completion of the Teaching Performance Assessment tasks, including securing parent permission forms.
Demonstrate how to use the current versions of SCU’s observation and evaluation forms; discuss suggested timelines for completing the forms for each quarter.
Review policies and procedures regarding the expectations for teacher candidates’ time commitment at school, for reporting absences to Master Teachers and Supervisor, and for adhering to the SCU or school district calendar.
Review/discuss how often master teacher will be in the classroom with teacher candidates.
Meet at least once per month with the Master Teacher to review teacher candidates’ progress.
Communicate with Coordinators of Field Experience and Director of Teacher Education regarding any evidence of teacher candidates’ poor performance, concerns about the suitability of the classroom placement or Master Teacher.
Assist in the preparation and completion of a Field Experience Performance Plan when necessary.
Describe the role and responsibilities of the Master Teacher, including the number of formal and information observations to be conducted each quarter suggested timelines for teacher candidates’ assumption of teaching responsibilities classes/periods to be used for student teaching in the morning and/or afternoon.
Recommends initiatives and implements changes to improve quality and services.
Identifies and determines cause of problems; develops and presents recommendations for improvement of established processes and practices.
Maintains contact with customers and solicits feedback for improved services.
Maximizes productivity through use of appropriate tools; planned training and performance initiatives.
Researches and develops resources that create timely and efficient workflow.
Prepares progress reports; informs supervisor of project status; and deviation from goals.
Ensures completeness, accuracy and timeliness of all operational functions.
Prepares and submits reports as requested and required.
Develops and implements guidelines to support the functions of the unit.