Placement Guide Booklet spring 2020 Updated3 Final (with hyperlinks) 2

Clinical Experience & Clinical Practice Placement Request Information and Guide

Table of Contents  Letter to District Administrators Page 3  Co-teaching Models in Clinical Experience Page 4  Criteria for recommending a Cooperating Teacher Page 5  Types of Clinical Experience (Placements) Page 6  Benefits to Mentoring Teacher Candidates Page 7  Field Experience Agreement Page 8  Commitment to Wellness Page 9  Engaging Teacher Candidates in Remote Teaching and Learning Within a Hybrid Classroom Page 10  Remote Observations Procedures and Guidelines Page 12  NJDOE Toolkit Page 14

Dear District Administrators, Thank you for being partners in learning as we educate and mentor teacher candidates. This booklet provides important information regarding the partnership between William Paterson University and your school district when providing clinical experiences for teacher candidates. Over the past two years, the NJ DOE has mandated numerous changes to teacher preparation including 3.0 gpa, PRAXIS Core, and edTPA. Beginning fall 2018, the following NJ DOE mandated changes to clinical practice (student teaching) are being implemented (NJAC 6A:9A-4.4.C.1) Beginning in the 2018/2019 academic year, teacher candidates shall participate in clinical practice (student teaching): a. during two consecutive semesters at the same school site for the entire experience. b. participate in professional development days with the school district prior to the first day of class for students. Please refer to page 5 of this booklet and the COOPERATING TEACHER RECOMMENDATION FORM, included in this placement request packet, for specific requirements. Thank you for your continued support of WP teacher candidates. Please feel free to contact me with any questions. Margaret Renn Director Office of Field Experiences [email protected] 973-720-3978

Co-Teaching Model in Clinical Experiences William Paterson University supports and encourages the use of the co- teaching model in all clinical experiences with teacher candidates. Studies conducted by St. Cloud University (The Center for Co- Teaching and Collaboration at St. Cloud University, 2014) provide strong evidence that having a teacher candidate and teacher engaged in co-teaching raises student achievement. Cooperating teacher never “give-up control” of their classroom but rather shift the lead in the co- teaching model to the teacher candidate. What is Co-Teaching?  “Co-teaching is when two or more educators co-plan, co- instruct and co-assess a group of students with diverse needs in the same general education classroom.” (Murawski, 2003, p. 10)  Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space. (Cook & Friend, 1995, p. 1) Six Co-Teaching Strategies  One Teach, One Observe  One Teach, One Assist  Station Teaching  Parallel Teaching  Alternative Teaching  Teaming For more information on Co-Teaching please visit our website: http://www.wpunj.edu/coe/departments/field/handbooks -and- policies.dot and select Co-Teaching. Free webinars are available to cooperating teachers on co- teaching, assessing candidates and being an effective teacher educator.

Criteria for Recommending a Cooperating Teacher A Clinical Educator (cooperating teacher):  is a model educator. (NJAC 6A:9A-4.4.h.6.i)  holds a standard instructional certificate that coincides with the area of instruction for which the teacher candidate is being prepared. (NJAC 6A:9A-4.4.h.3 & 4)  has a minimum of four (4) years of experience as a classroom teacher. (NJAC 6A:9A-4.4.h.2)  is Effective or Highly Effective on most recent summative evaluation. (NJAC 6A:9A-4.4.h.6.i)  has proven success with student achievement. (NJAC 6A:9A- 4.4.h.6.i)  understands how to work with and mentor an adult learner. (NJAC 6A:9A-4.4.h.5)  is an excellent communicator and listener. (NJAC 6A:9A-4.4.h.5)  is able to articulate the skills needed to become a successful teacher. (NJAC 6A:9A-4.4.h.5)  has the skills to provide constructive feedback based on observations. (NJAC 6A:9A-4.4.h.5)  has a positive impact on student learning. (NJAC 6A:9A-4.4.h.6.i)  encourages exploration, experimentation and innovation. (NJAC 6A:9A-4.4.h.5)  is current on educational issues and practices and considers themselves to be lifelong learners. (NJAC 6A:9A-4.4.h.5)  is an active member of the school community, e.g., serves on school committees, attends school functions. (NJAC 6A:9A- 4.4.h.6.i)  has a positive attitude. (NJAC 6A:9A-4.4.h.6.i)  has a willingness to share and work collaboratively. (NJAC 6A:9A- 4.4.h.6.i)  has a willingness to share and work collaboratively using co- teaching strategies and practices. (NJAC 6A:9A-4.4.h.6.i)

Types of Clinical Experiences (Placements) Early Childhood (P-3) CIEC 2000 – one day per week in a pre-k setting Clinical Practice I (Student Teaching): three days per week, first semester Clinical Practice II (Student Teaching) : five days per week, second semester Clinical Practice I and II take place in the same classroom. Elementary Education (K-6) Clinical Practice I (Student Teaching): three days per week, first semester Clinical Practice II (Student Teaching) : five days per week, second semester (MAT 4 days per week during Clinical Practice II) Clinical Practice I and II take place in the same classroom. Secondary Education (K-12) Art, English, Math, Science, Social Studies, World Language Clinical Experience (Practicum) – one day per week in a general education setting Clinical Practice I (Student Teaching): three days per week, first semester Clinical Practice II (Student Teaching) : five days per week, second semester (MAT 4 days per week during Clinical Practice II) Clinical Practice I and II take place in the same classroom. Music Education MUSI 3290- undergraduate – one day per week in an elementary setting Clinical Practice I (Student Teaching): two days per week, first semester Clinical Practice II (Student Teaching): five days per week, second semester Clinical Practice I and II take place in two different settings. Physical Education PETC 3970- one day per week in an elementary setting PETC 3980 - one day per week in a secondary setting Clinical Practice I (Student Teaching): three days per week, in an elementary setting Clinical Practice II (Student Teaching): four days per week, a secondary setting Special Education SPC 3550 - one day per week in a resource room or self-contained classroom Special Education Clinical Practice Co-Taught, Inclusion Classroom: The candidate is assigned to a general education/inclusive classroom with the general education teacher and will work with the special education teacher. Inclusion Classroom with Push-in Teacher candidates need to assigned to a general education teacher, not a resource room or resource replacement.

Benefits to Mentoring Teacher Candidates  Principal Practice: Help meet Professional Capacity of School Personnel standard, NJAcheive o Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel. o Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth. o Develop the capacity, opportunities, and support for teacher leadership. o Develop workplace conditions for teachers and other professional staff that promote effective professional collaboration, development, practice, and student learning.  Student Achievement: According to AchieveNJ, one of the most significant benefits to mentoring a teacher candidate in clinical experience is the positive impact on student achievement and growth.  Co-taught Classroom: Having two engaged teachers in the room helps differential instruction for all learners.  Support Webinars: William Paterson offers webinars to support all clinical educators (cooperating teachers) through the mentoring process.  Professional Development Hours: clinical educators (cooperating teachers) received a Professional Development certificate at the end of the semester.  Honorarium: William Paterson provides a stipend to all mentors of clinical interns (student teachers).

COLLABORATIVE FIELD EXPERIENCE AGREEMENT Between WILLIAM PATERSON UNIVERSITY and the SCHOOL DISTRICT It is agreed that the College of Education at William Paterson University (WPU) and the School District (listed on the form) have joined together to offer a Clinical Component (Clinical Experience and/or Clinical Practice) program for the teacher candidate (listed on the request form). The University commits itself to the following: 1. To ensure that the candidate has met all academic prerequisites requirements to this experience; 2. To send to the cooperating teacher a digital clinical experience handbook, support materials, and all necessary evaluative material; 3. To provide support services, through a seminar, for the teacher candidate; 4. To assign a clinical supervisor whose responsibilities include observing the teacher candidates, meeting with the cooperating teacher, advising the student on ways to improve, and being responsible for issuing the clinical component grade; 5. To pay an honorarium to the cooperating teachers of clinical practice teacher candidates and provide Professional Development hours. To provide appropriate Professional Development hours to the cooperating teachers of clinical experience teacher candidates; 6. To immediately notify the school if the candidate is to be removed from the classroom; 7. To provide and follow multiple strategies to support student, school, and faculty security and confidentiality while candidates conduct the requirements of the mandated edTPA. The School District commits itself to the following: 1. To provide a classroom facility where the teacher candidate will practice teaching students in the School District; 2. To assign a cooperating teacher using the enclosed WPU Criteria for Recommending a Cooperating Teacher as a guide in selecting this individual; 3. To provide a quality learning experience for the teacher candidate which is jointly planned by the cooperating teacher and clinical supervisor; 4. To assist the teacher candidate with daily plans and presentations, observe the actual teaching and offer suggestions for improvement; 5. To submit interim and final reports to the WPU Office of Field Experiences; 6. To detail in writing to the director of The Office of Field Experiences the reasons for the termination of a student’s field experience by the school; 7. To support and provide district guidelines to teacher candidates relative to the required components of the mandated edTPA, including but not limited to video-taping teaching for teacher candidates participating in Clinical Practice I and/or II. Clinical Experience (practicum) teacher candidates will not participate in edTPA; 8. To support and provide district guidelines to teacher candidates relative to the state mandated licensure performance assessment, edTPA, including but not limited to video-recording of the candidate’s teaching; 9. To ensure that teacher candidates do not serve as substitute teachers or coverage for classrooms without a district employee present. Both the University and School District will abide by the Family Educational Rights and Privacy Act which prohibits the disclosure of student records to unauthorized third parties. This Agreement shall exist for the duration of time that the teacher candidate is functioning in the clinical component in the School District. This Agreement shall terminate at the time the teacher candidate completes or is removed from the School District clinical component assignment. Both parties commit to this Agreement because it is an essential step in preparing future teachers who will help School Districts continue to offer a quality education program for their students. Both parties commit to this Agreement because it is an essential step in preparing future teachers who will help School Districts continue to offer a quality education program for their students.

Commitment to Wellness The College of Education is committed to supporting the health of students, teachers and clinical interns as they are welcomed back into the building to school community and buildings. To support the wellness of our clinical interns and their understanding of their personal and professional responsibility to stay well, WP has each candidate submit a daily wellness attestation to their clinical supervisor and they need to agree to the following guidelines. As a member of the school community, you have the responsibility to take the steps to stay well. By participating in these simple actions, you will help support your health and the health of the school community. 1. Ensure your health by limiting physical contact before and during your clinical practice. Refrain from large gatherings, parties, group activities etc. Follow self-quarantining guidelines if you will be traveling outside of New Jersey in the time period before and during clinical practice. 2. Follow CDC and NJ guidelines for wearing face coverings, washing hands and social distancing. As more of the state opens up, following the CDC guidelines is even more important to stay well. 3. Plan to continue these practices throughout your clinical practice. Each school district may have specific actions and precautions you should follow throughout the semester.

Engaging Teacher Candidates in Remote Teaching and Learning Within a Hybrid Classroom Each new school year begins with excitement and some challenges. The 2020/2021 school year is beginning in a new landscape, which brings new challenges. This is a list of possible ways a teacher candidate (student teacher) can help teachers, and the school staff in providing a rich teaching and learning environment that supports students’ academic growth and social emotional well-being. This is not an exhaustive list. As we navigate our new teaching and learning landscape, we will discover additional ways that teacher candidates can have a meaningful impact on students, teachers and the school as a whole. These actions and support are in addition to the supports that teacher candidates provide in a traditional classroom setting. General  Work with clinical educator to effectively utilize/integrate digital platforms and apps  Help manage classroom calendar/schedule  Help organizing materials and resources  Assist with classroom set up (beginning of year and daily): organizing desks, chairs, dividers, materials, bulletin boards, signs  Troubleshoot technology issues when in school but some students are remote  Participate in school based procedures (entrance, exit, maintaining social distancing etc.) Preparing Instruction  Prepare and monitor asynchronous learning lessons and activities  Create interactive presentations/activities using PearDeck, Kahoot, Quizizz, etc.  Develop topics for classroom meeting time  Develop topics for journal entries  Create lists of online resources by subject area and topic (for students and/or families)  Create surveys  Create screencasts for a given course  Demonstrate new teaching technology and technology based teaching ideas with the clinical educator  Find or create \"how-to\" tutorials for students on how to use the technology/program or academic based topics e.g. Writing - how to write a paragraph  Develop Mindfulness/ Social Emotional Activities that can be run live (with teacher present) and them leading, or that can be posted for student collaboration to occur  Investigate online \"National Library of Virtual Manipulatives\" to help when planning for students' \"hands- on\" investigative constructivist approach to problem solving.  Refer to Kathy Schrock's sites to find variety of student Web-based PROJECTS (K-12, most subjects) ... and her site for wide range of RUBRICS essential for students to understand expectations and for fair, objective evaluations.  Create phone-only classroom supports that do not require video (given many P-12 students do not have access to computer, or have to share at home)  Create enrichment options such as directed drawing videos, STEM challenges, or math/logic activities.

Teaching  Teach face to face while clinical educator teaches remotely  Teach remotely while clinical educator teaches face to face  Provide one-to-one support for students who need individualized attention, virtually or face to face  Run a small group session for students who need extra support, virtually or face to face  Run a small group session for students who need enrichment, virtually or face to face  Run small group study sessions, virtually or face to face  Troubleshoot student technology issues during lessons  Participate in Google meet (or similar) to generate and guide student discussion or provide explicit instruction  Oversee an online “center” or “station” (virtual breakout groups)  Video clinical educator in classroom for students who are remote  Monitor comments on classroom message boards for appropriateness & to relay questions to clinical educator Feedback & Assessment  Use Google Platforms (or other LMS) to help in assessing and monitoring student work.  Grade assignments  Provide specific feedback on student work  Conduct reading assessments at elementary level  Create performance assessments (formative and summative) Diversity, Equity, and Inclusion  Provide “real time” support for students who need assistance during a lesson  Create modifications for face to face and/or remote lessons as needed for students with identified special needs  Help clinical educators develop lessons and activities that address socio-emotional learning needs  Provide social and emotional supports to students  Screen websites and videos with diversity, equity and inclusion lens (e.g., “Is this anti-racist? Are our list of websites diverse, accessible, inclusive?”) Family Support  Follow up with families  Track student attendance and investigate student absences  Create a family resource page. Items can include local food pantries, rental/mortgage assistance, user friendly student websites for learning and for fun, online books, etc.  Family Communication: Email/text families to share GOOD news, provide remote learning help, share new unit objectives, general expectations etc.  Create or live stream \"before school\" or \"after school\" virtual club so students have something else to do once school ends

Remote Observations Procedures and Guidelines To help limit the number of people entering schools and reduce exposure, during the Fall 2020 semesters, all clinical observations will be conducted remotely. The following is information and directions on how remote observations may take place. The safety, security and privacy of all P-12 learners, clinical educators, mentors and school districts is of paramount importance. All teacher candidates and clinical supervisors are expected to support the Family Education Rights and Privacy Act (FERPA). The following guidelines and directions are in place to maintain and ensure such. Remote Observations Safety, Security and Privacy Expectations 1. Ensure that permission from the clinical educator and school administrator has been obtained for virtual observations to be conducted via video recording and/or live streaming of face to face, synchronous, and asynchronous teaching and learning. 2. Determine if there are students in your class you who cannot appear in video recordings because school level consent is not in place. 3. Remote observation live stream and/or recordings may only be viewed by the clinical supervisor and College of Education faculty and staff, when required. a. Video recordings created as part of a virtual observation may only be used for clinical observations and not for any other personal or professional purpose. In particular, video containing images of your students must not be posted online, sent to friends and family, or included in your job portfolio. * b. Live Stream observations may not be recorded. 4. Destroy video recordings after confirmation of successful completion of clinical practice. Virtual Observation Modalities Face to Face Instruction 1. Record face to face instruction/clinical activities using Interact and submit video to the clinical supervisor through Chalk and Wire. The candidate would use the secure (HIPPA and FERPA compliant) Interact App on a separate device, mobile phone or tablet, to record their implementation of face to face teaching and learning. 2. Live stream face to face instruction/clinical activities between the candidate and clinical supervisor using the clinical supervisor’s WP Zoom account. Password and authentication required. Recording is not permitted using Zoom.

Synchronous Remote Instruction 1. Invite the clinical supervisor to join the synchronous remote instruction as an observer, if permitted by the school. Recording is not permitted unless recording at the direction of the school. 2. Record synchronous remote instruction/clinical activities using Interact and submit video to the clinical supervisor through Chalk and Wire. The candidate would use the secure (HIPPA and FERPA compliant) Interact App on a separate device, mobile phone or tablet, to record their implementation of the synchronous teaching and learning. 3. Live stream synchronous remote instruction/clinical activities between the candidate and clinical supervisor. The candidate would use a separate device, mobile phone, tablet or a laptop, to stream the candidate teaching the synchronous lesson to the clinical supervisor. The clinical supervisor would set up the Zoom session using their WP Zoom account. Password and authentication required. Recording is not permitted using Zoom. Asynchronous Remote Instruction 1. Provide all asynchronous materials to the clinical supervisor (recorded lesson, activity directions, teaching materials, activities etc.). The candidate would use the secure (HIPPA and FERPA compliant) Interact App on a separate device, mobile phone or tablet, to record a walkthrough of the asynchronous teaching and learning. 2. Provide the clinical supervisor access to the asynchronous lesson in the platform in which it is provided to the students, if permitted by the school.









Contact Information Janet Kochka, Clinical Placement Coordinator 973-720-3132 [email protected] fax: 973-720-3503 Margaret Renn, Director 973-720-3978 [email protected] William Paterson University Website: www.wpunj.edu Office of Field Experience Webpage: http://www.wpunj.edu/coe/departments/field/ index.dot