THE UNIVERSITY OF TEXAS AT TYLER College of Education and Psychology School of Education. Spring 2016 PHASE IV SUPERVISOR HANDBOOK

THE UNIVERSITY OF TEXAS AT TYLER College of Education and Psychology School of Education Spring 2016 PHASE IV SUPERVISOR HANDBOOK CONTACT INFORMATION FOR THE OFFICE OF CLINICAL EXPERIENCES: Cynthia Sherman, M.Ed. Coordinator of Clinical Experiences The University of Texas at Tyler School of Education 3900 University Blvd., BEP 212E Tyler, TX 75799 903-566-7012 (Voice) 903-565-5560 (Fax) csherman@uttyler.edu Supervisor Website: http://www.uttyler.edu/education/supervisors.php REV. October 2015

PURPOSE AND GOALS This handbook has been compiled as a resource for the Phase IV supervisor working with student teachers in the final phase of their program. The School of Education (SOE) at The University of Texas at Tyler (UTT) considers the field-based component of the program to be an invaluable element in the preparation of prospective teachers. The operation of the field component is coordinated between area schools and SOE through selected school districts in the East Texas area. The purpose of this handbook is to: establish policies and procedures for supervision activities; assist in maintaining reliability and validity in evaluating student teachers; provide consistency in daily interactions with students and school district personnel. The goals of the SOE at UTT are to provide every student teacher with knowledge and skills: to teach a diverse group of learners; to assess and evaluate student progress and teacher decision-making (pre/during/post); to create plans which incorporate appropriate experiences for helping students master the presented content; to implement instructional plans, using a variety of teaching styles, strategies, and materials; to justify all instructional decisions in terms of learning theories and principles along with appropriate and relevant data from his/her students. OVERVIEW OF STUDENT TEACHING Student teaching is required during the final semester of the program. It is the effort of many members of the teaching profession working together to prepare a competent person to enter the field. During this semester, student teachers spend approximately 15 weeks in one or more assigned classrooms engaged in teaching. The following general procedures must be followed: The student teaching assignment is for one full (15-week) semester. Student teachers preparing to teach in more than one field divide the semester between two assignments. These split assignments include: EC-6 (EC-6 students may choose to spend half of their semester in a special education setting.) Intermediate Language Arts/Social Studies 7-12 with more than one specialization EC-12 (EC-12 students will divide their semester between elementary and secondary settings.) SUPERVISION Student teachers will be assigned to a highly qualified, public school cooperating teacher in their specialization field(s) who has been recommended by his/her campus administrator. This cooperating teacher will serve as a role model as well as a guide to direct the student teacher through the weeks of student teaching. The cooperating teacher is responsible for daily feedback of teaching activities. Comprehensive Observation Rubric (COR) evaluations completed by cooperating teachers will become a part of the student teacher's university record. In addition, the university supervisor will observe the student teacher a minimum of 5 times over the entire semester. Supervisors are expected to conference with student teachers after each observation and provide feedback to the student teacher. The supervisor will provide the student teacher with copies of all completed Comprehensive Observation Rubrics (COR) and Direct Observation Rubric (DOR). University supervisors are expected to work effectively with all those involved in the student teaching program with specific qualifications and responsibilities as follows:

Qualifications Responsibilities o Master s degree in education or a related field o Current Texas teaching certificate o Minimum of three (3) years of classroom experience in early childhood, elementary, or secondary settings o Attend meetings sponsored by SOE for orientation and training each semester. o Conduct a meeting with the assigned group of student teachers to orient them to the objectives and procedures of the student teaching process. o Act as liaison between the university and school districts. o Visit school-building principals at least once during the student teaching assignment and at other times, as needed, leaving contact information at the school office if principal is unavailable at time of visit. o Set up a schedule of observations based upon the needs of the student teacher, the cooperating teacher, and the pupils in the classroom, while using the calendar developed by the SOE. o Observe student teachers in the classroom five (5) times during the semester and more times, if the need arises. o Conduct observations of the student teacher s performance according to SOE procedures and the philosophy of the College of Education and Psychology (CEP) using the Phase IV COR form and DOR form. o Initiate and conduct timely interactive conferences with the student teacher and cooperating teacher following each observation noting date and beginning and ending times on COR. o Provide verbal and written feedback to the student teacher and cooperating teacher after each observation. o Provide a copy of the COR or DOR to the campus principal or his/her designated representative, obtaining initials of person and date receiving COR or DOR. If done electronically, keep a record of email sent. o Submit results of a summary report to the OCE for each student teacher. o Submit a monthly report to the OCE on the progress of each student teacher. Notify the coordinator as soon as a problem arises. o Communicate regularly with cooperating teacher. o Identify problem situations and devise a written plan to correct problems as early as possible. o Follow the procedures of SOE for remediation of unsuccessful student teachers, which may include attendance at special meetings. o Assist the student teacher with reflection and self-evaluation. o Assist cooperating teachers in prompt delivery of evaluation forms to OCE. o Maintain explicit records of observations, conferences, and all other activities related to student teaching. o Submit all materials to the OCE by the established deadlines.

Supervisor Meeting Supervisors conduct a meeting with their student teachers at the beginning of the semester during EDUC 4057 seminar. The purpose of the meeting is for student teachers and supervisors to become acquainted prior to their first day on the assigned school campus. Supervisors should also orient the student teacher to the procedures to be followed for scheduling observations and conferences. Supervisors should explicitly cover the following items during the first meeting: exchange of phone numbers and absence reporting procedure; expectations for lesson planning and providing plans to the supervisor; preparing a time-line for the semester; observation and conference procedures; evaluation procedures and feedback process. Observation visits During the first week of the student teaching semester, supervisors should contact via email all assigned cooperating teachers. Introduce yourself as the supervisor and share your contact information. Ask for an initial observation date, print this email and retain for file submitted to OCE. On your first observation visit you should: answer any questions the cooperating teacher may have; explain that you will need some conference time with the student teacher and cooperating teacher alone and together; make sure that the student teacher and cooperating teacher have developed an appropriate schedule and timeline for teaching; describe the process to be used for observations ; encourage the cooperating teacher to give the student teacher written feedback on a daily basis. When scheduling observations, supervisors should plan on a minimum of 45 minutes per observation, not including discussion and feedback. Additionally, supervisors should not ask the cooperating teacher to rearrange the children s schedules to observe at the supervisor s convenience. Remember that the student teacher and the supervisor are both guests in the school. Observations provide the student teacher with an opportunity to gain information about their teaching from another professional. Strengths should be listed and areas that need improvement should be described with a plan for improvement. After observing the lesson, the student teacher should critique the lesson first. Ask questions like, How do you think the lesson went?, What went well? and What would you do differently? Have the student teacher list both the positive and negative features of the lesson. Then, reinforce the strengths and work with the student teacher to let him/her suggest ways to improve. If the student teacher cannot recognize the problems, point them out with examples. Then help the student teacher devise an improvement plan. All observation feedback must be given to the student teacher in writing. Always give the student teacher written suggestions to document improvement or lack thereof. If there is improvement for the next observation, you will have many positive comments to write. If there is no improvement, you will have the problems described in writing to remind the student teacher of the previous conference.

Supervisors should write narrative comments for strengths and for areas that need improvement under each standard. Supervisors should be judicious in their ratings of student teachers. The supervisor retains a copy of the COR/DOR form for the student s UT Tyler records, and sends a copy to the building principal and the student teacher. The student teacher should provide a copy of the lesson plan to the supervisor at least 24 hours prior to implementation for all observations. CONFERENCES Supervisors should make every effort to have conferences with the student teacher and cooperating teacher as quickly as possible after the observed lesson, but must be completed no later than one week after the observation. Conference time and date should be noted on the COR or DOR. Feedback from the cooperating teacher can enhance and support the observation data because the cooperating teacher has more contact and observation time with the student teacher. Student teachers need time to reflect and critique their teaching privately with the supervisor. SUPERVISOR OBSERVATION SCHEDULE (Use the following as a guide. Supervisors should plan on a minimum of 45 minutes per observation, excluding discussion and feedback. Week one Timeframe Email Cooperating Teacher(s) Obligation Observation #1 Complete DOR within week 1, 2 or 3 Observation #2 Complete DOR within week 4 or 5 Observation #3 Complete COR within week 6 or 7 Observation #4 Complete DOR within week 8, 9 or 10 Observation #5 Complete COR within week 11, 12 or 13 Complete summary report and submit to OCE SUPERVISOR GUIDELINES Each cooperating teacher will complete a COR at the beginning and end of each placement. Introduce yourself to the building principal, if available. Make arrangements for submission of completed COR/DOR forms. (Remember, the principal s or designee s initials and date are required on the original COR/DOR form, if doing a paper copy. If done electronically, submit a copy of email record that it was sent to principal or their designee.) Lesson plans must be submitted to the Supervisor at least 24 hours prior to each COR/DOR observation. Collect completed COR forms from cooperating teacher. All COR and DOR forms should be submitted after the conference on Dropbox.

Reflective Journal Assignment Reflective Journal: Student teachers are to submit weekly journal entries to supervisors via email. Supervisors are expected to review and respond to the journal entries each week. Journal prompts are available to be given to student teachers on the supervisor website. STUDENT TEACHING REQUIREMENTS Student Teaching Seminar (EDUC 4057) Student teachers are required to attend EDUC 4057 seminar as scheduled by SOE. Failure to attend these sessions will result in a grade of "no-credit" for the EDUC 4057 seminar. Dates for the sessions are found on the student teaching calendar posted on the supervisor website. Attendance All student teachers are required to keep an Attendance Log. This log is to be signed by the cooperating teacher each week. The log should be turned in on the final day of the EDUC 4057 Seminar. Student teachers may be absent for only three days from the classroom. Make-up days must be completed for more than three absences from student teaching. Make-up days are to be done after the final seminar session. A Student Teacher Hours Missed Log should be used to document make-up days needed. This Log should be submitted on the final EDUC 4057 seminar day. The log should be signed by the cooperating teacher and the university supervisor prior to submission. Make-up days are then documented on the Student Teacher Attendance Log and submitted upon completion of the make-up days. If a student teacher misses a total of seven days, including the three excused absences, the student teacher will be removed from student teaching for the semester and will need to repeat student teaching. If there is an exceptional circumstance, please discuss this with the Coordinator of Clinical Experiences. Student teachers are not permitted to leave early or report late. They are expected to keep the same hours as the faculty of the school to which they are assigned. Student teachers are excused from the classroom for the UTT Education Career Fair. If they do not attend the Career Fair they are expected to be in their assigned classroom. Student Teachers should follow the inclement weather policies or notifications of the school district to which they are assigned for information about delayed starts or school cancellations. Radio, television and school district websites are reliable sources for this information. Phase Requirements for Phase II Phase II EC-6 7:45am 2:00pm Tuesdays Phase II Student Weekly: 1) Prepare one lesson plan for either an individual, small group or entire class, but have an opportunity to do one of each kind of situation. 2) Submit lesson plan to Supervisor and Cooperating Teacher via email at least 24 hours in advance. 3) Teach one lesson each week. 4) Be prepared to teach each lesson. 5) Submit 5 reflections to supervisor. UT Tyler Field Supervisor 1) Introduce yourself to campus principal. 2) Arrange meeting for campus principal to meet students. 3) Keep record of attendance. 4) Review and respond to weekly lesson plan. 5) Respond to reflections. Submit 5 reflections to UTT. 6) Submit supervisor weekly report to Dropbox. 7) Observe the teacher candidate once before midterm and once after using Phase II COR. 8) Conference with student within 7 days. 9) Submit completed observations to Dropbox. 10) Walk through classrooms weekly. 11) Debrief with your students at end of semester. 12) Submit summary report to UTT. Cooperating Teacher 1) Provide lesson topics to UTT students one week prior to implementation. 2) Observe using Phase II COR at beginning and end of semester. 3) Review and respond to weekly lesson plan.

Phase II Secondary (8-12) and All Level (EC-12) 7:45am 11:45am Tuesdays Phase II Student: 1) Teach a minimum of four lessons, two of which must be whole group. 2) Submit lesson plans to Supervisor and Cooperating Teacher via email at least 24 hours in advance. 3) Be prepared to teach each lesson. 3) Submit 5 reflections to supervisor. UT Tyler Field Supervisor 1) Introduce yourself to campus principal. 2) Arrange meeting for campus principal to meet students. 3) Keep record of attendance. 4) Review and respond to submitted lesson plans. 5) Submit supervisor weekly report to Dropbox. 6) Observe the teacher candidate twice using Phase II COR (once before week 5 and once after week 5). 7) Conference with student within 7 days. 8) Submit completed observations to Dropbox. 9) Respond to reflections. Submit 5 reflections to UTT. 10) Submit summary report to UTT. Cooperating Teacher 1) Provide lesson topics to UTT students one week prior to implementation. 2) Review and respond to submitted lesson plan. Phase Requirements for Phase III Phase III EC-6 7:45am 2:00pm Tuesdays/ Thursdays Phase III Student Weekly: 1) Prepare one lesson plan for each day. 2) Submit lesson plan to Supervisor and Cooperating Teacher via email at least 24 hours in advance. 3) Teach one different lesson each day. 4) Be prepared to teach each lesson. 5) Submit 5 reflections to supervisor. UT Tyler Field Supervisor 1) Introduce yourself to campus principal. 2) Arrange meeting for campus principal to meet students. 3) Keep records of attendance. 4) Review and respond to weekly lesson plan. 5) Respond to reflection. Submit 5 reflections to UTT. 6) Submit supervisor weekly report to Dropbox. 7) Observe the teacher candidate twice before midterm using the DOR and once after using COR. 8) Conference with student within 7 days. 9) Submit completed observations to Dropbox. 10) Walk through classrooms weekly. 11) Debrief with your students at end of semester. 12) Submit summary report to UTT. Cooperating Teacher 1) Provide lesson topics to UTT students one week prior to implementation. 2) Observe using COR at beginning and end of semester. 3) Review and respond to weekly lesson plans. Phase III Secondary (8-12) and All-Level (EC-12) 8:45am 12:30pm Tuesdays Phase III Student 1) Teach a minimum of four lessons, two of which must be whole group. 2) Submit lesson plans to Supervisor and Cooperating Teacher via email at least 24 hours in advance. 3) Be prepared to teach each lesson. 4) Submit 5 reflections to supervisor. UT Tyler Field Supervisor 1) Introduce yourself to campus principal. 2) Arrange meeting for campus principal to meet students. 3) Keep record of attendance. 4) Review and respond to submitted lesson plans. 5) Submit supervisor weekly report to Dropbox. 6) Observe the teacher candidate twice before midterm using DOR and once after using COR. 7) Conference with student within 7 days. 8) Submit completed observations to Dropbox. 9) Respond to reflections. Submit 5 reflections to UTT. 10) Submit summary report to UTT. Cooperating Teacher 1) Provide lesson topics to UTT students one week prior to implementation. 2) Review and respond to submitted lesson plans.

Reflections for Phase II and III A reflection is a serious thought or consideration. As we move forward in becoming a teacher there are events that will occur to make us see clearer our goals and feelings toward teaching. The reflections are these light bulb moments that are impacting our progress as a teacher. We want the reflections to be about these aha moments this semester. Submit a synopsis of an event that occurred this semester in the field that created a new understanding for you. Then include the new insights about students, teaching, classroom management or self that has been gained. (What did you learn about.) Submit 5 over the course of the semester. Phase Requirements for Phase IV Phase IV (Same for all certifications) Phase IV Student 1) Submit formal lesson plan to supervisor for observed lessons only. 2) Share all other lesson plans with Cooperating Teacher. 3) Submit weekly reflective journal to supervisor via email. UT Tyler Field Supervisor 1) Meet student teacher during seminar week. 2) Meet mentor/cooperating teacher within first three weeks. 3) Introduce yourself to the campus principal. 4) Keep record of attendance. 5) Respond to weekly reflective journal 6) Submit supervisor monthly report to Dropbox. 7) Observe the teacher candidate three times before midterm and twice after using DOR and COR. (Schedule in supervisor handbook) 8) Conference with student teacher within 7 days. 9) Submit completed observations to Dropbox. 10) Submit summary report to UTT. Cooperating Teacher 1) Observe using COR at beginning and end of each placement. SUBSTITUTE TEACHING AND LEGAL ISSUES Student teachers are subject to very specific rules about substitute teaching. Student teachers may only substitute one day during the semester of student teaching. They will not be paid for substitute teaching. The legal restrictions are as follows and must be followed explicitly. A student teacher is not considered to be serving as a substitute if the student teacher assumes responsibility for the class while the supervising teacher is out of the classroom for part of the day, but is in the building or is engaged in an approved activity related to student teaching, including conferring with a university supervisor or attending a professional development seminar to improve mentoring skills related to student teaching. A student teacher is considered to be serving as a substitute if: 1) the supervising teacher is absent from school, no other teacher is provided as a substitute, and the student teacher is responsible for one or more classes; or 2) the student teacher is taken from the classes of the assigned cooperating teacher and placed in another classroom in place of the regular teacher under conditions in which the regular teacher is either absent from school or performing duties requiring absence from the regularly assigned teaching station.

If a cooperating teacher cannot perform regularly assigned duties as a result of illness of the teacher or a member of the teacher's family, a death in the teacher's family, or other cause for which the district excuses teachers from duties, the student teacher may serve as a substitute teacher for not more than one day if: (1) a substitute teacher is not immediately available; (2) the student teacher has been in that student teaching assignment for a minimum of 15 school days; (3) the cooperating teacher, the principal, and the university supervisor agree that the student teacher is capable of successfully handling the teaching responsibilities; (4) a certified classroom teacher in an adjacent room or a member of the same teaching team as the student teacher is aware of the absence of the supervising teacher and agrees to assist the student teacher, if needed; (5) the principal of the school or the principal's representative is readily available in the building. A student teacher will not be paid for any service rendered while serving as a substitute teacher. EVALUATION OF STUDENT TEACHERS The evaluation of a student teacher must be continuous and, most importantly, should include self-evaluation. This evaluation should be conducted in a cooperative spirit with the cooperating teacher and the university supervisor. Each cooperating teacher is requested to complete two COR forms for the student teacher. The university supervisor will distribute the forms at the beginning of the student teaching experience. One is to be completed at the beginning of the assignment(s) and the second near the end of the assignment(s). See schedule in this document. The student teacher receives a grade of either credit or no credit. If a grade of no credit is assigned, the student teacher will be required to appeal to the Committee on Students to be allowed to repeat the experience during another semester. Prior to repeating student teaching, the student teacher may be required to complete a remediation plan designed to strengthen observed weaknesses. The student teaching experience may be repeated depending on a cooperative decision between the cooperating teacher, the university supervisor, the coordinator of field experiences and the Director of the School of Education. SCHOOL OF EDUCATION PROGRAM STANDARDS The School of Education has adopted program standards that guide the development of teacher candidates in their understanding of the complexity of teaching. These standards are based on those developed by the Interstate New Teacher Assessment and Support Consortium (InTASC) and shared by other accredited universities in Texas and across the United States. The Standards are broad understandings and practices gained throughout the program using a constructivist model in which new learnings are assimilated and attached to prior understandings, thus, over time, building a mental structure (schema) of educational concepts. Standard #1: Learner Development (students in general) The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Texas Teacher Practice Standards: 1.2, 2.1, 2.2, 2.3, 4.1 Standard #2: Learning Differences (individual students) The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Texas Teacher Practice Standards: 1.3, 2.1, 2.2, 2.3, 4.1 Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. Texas Teacher Practice Standards: 1.3, 1.4, 1.6, 2.3, 4.1, 4.2, 4.3, 4.4

Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Texas Teacher Practice Standards: 1.2, 1.5, 1.6, 3.1, 3.2, 3.3, 5.2 Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Texas Teacher Practice Standards: 1.5, 3.2, 3.3 Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher s and learner s decision making. Texas Teacher Practice Standards: 1.6, 5.1, 5.2, 5.3, 5.4, 6.2 Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Texas Teacher Practice Standards: 1.1, 1.2, 1.3, 5.1, 5.3, 5.4 Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Texas Teacher Practice Standards: 1.4, 1.5, 1.6, 5.4 Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Texas Teacher Practice Standards: 3.2, 3.3, 6.1, 6.2, 6.4 Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Texas Teacher Practice Standards: 6.3, 6.4 Standard #11: Technology The teacher is able to create, implement, and evaluate technology to enhance teaching, student learning, and other obligations (e.g. reports, grades, tests, etc.) required of teachers. Texas Teacher Practice Standards: 1.5

REMOVAL OF A STUDENT TEACHER OCE and SOE will apply these guidelines if a student teacher must be removed from student teaching during the semester. The Coordinator of Clinical Experiences must be notified early in the semester if a student teacher is experiencing difficulty in their student teaching assignment in order to assist the student with possible remediation. The competencies and COR define the criteria for effective student teaching. It is expected that student teachers will show consistent progress toward reaching a satisfactory level on all competencies. Consistent deficiencies in any of the following areas may result in the student teacher s removal from student teaching: Planning, instruction, and management of the curriculum; Classroom management instruction and behavior; Content knowledge; Oral and written communication skills; Ethical and professional behavior; Failure to follow school regulations; Failure to report an absence prior to missing school. Student teachers may also be removed at the request of the school district. The COR will be used to document evidence of deficiencies. A growth plan will be created to communicate the deficient areas to the student teacher in a conference with the cooperating teacher. Additional evaluations will be conducted by at least two of the following: Coordinator of Clinical Experiences; An administrator of the school district; Another teacher in the school district, i.e., department chair. Conferences should be held after all of the above evaluations. The student teacher must receive copies of the documents and recommendations for improvement. The student teacher will be notified in writing that removal will occur unless sufficient improvement is demonstrated. The student teacher will be given at least one week to show improvements after receiving the written recommendations, unless the district requests immediate removal. Ineffectiveness in one area might be serious enough for removal even though other areas have improved. A student teacher may be removed immediately under unusual circumstances (e.g. child abuse, unethical or illegal conduct) or if a school district requests immediate removal. If a decision to remove the student teacher is made, the Director of the School of Education and the student teacher will conference to discuss possible options. The student teacher will be given the options in writing and must reply to them in writing within five (5) working days. Removal from student teaching will result in a grade of No credit in the Student Teaching Seminar.

SUBMISSION OF FORMS AND ENTERING GRADES Supervisors will submit their completed COR and DOR forms, as well as those completed by the cooperating teacher(s), into the Dropbox folder. This should be done as forms are completed. Additionally, supervisors will notify OCE coordinator of the grade (credit or no credit) earned by each student teacher during the semester. The instructor of record for the student teaching seminar will enter grades into the system for student teachers/interns except for full-time faculty. Full-time faculty will enter the grades for their student teachers and/or interns. MILEAGE In order for the supervisor to be paid for the mileage accumulated during the semester, several items must be on file in the SOE. At the beginning of each semester, please turn in the Supervisor Estimated Mileage form to Cindy Sprayberry (see contact information below) by e-mail, fax, or U.S. Mail. On this form, you will estimate the number of trips you will take to each location and the expected mileage for the entire semester. In an effort to reduce unnecessary costs to the University, please be very careful in the planning of your observation visits. For example, schedule as many trips to the same geographic area or schools at one time. Mileage to the university cannot be reimbursed. Because you are employed by the university, mileage to your workplace cannot be reimbursed. Mileage from your residence to the schools will be reimbursed. Calculate your mileage using Mapquest. No mileage under 6 miles one way can be reimbursed. Each mileage form will now be approved by the OCE coordinator. At the end of each month, please submit your Supervisor Actual Mileage form to Cindy Sprayberry by e-mail, fax, or U.S. Mail: E-mail: csprayberry@uttyler.edu Fax: 903-565-5560 U.S. Mail: Attn: Cindy Sprayberry, School of Education, The University of Texas at Tyler, 3900 University Blvd., BEP 247, Tyler, TX 75799 Please note: Due to Internal Revenue Service (IRS) regulations, travel expenses not paid within 60 days of the ending travel date must be reported as taxable income to the traveler. The forms are located on the supervisor webpage. You should download the forms to your desktop for ease of use. SUPERVISOR COMPENSATION and SUBMISSIONS New supervisors must provide the following information to Cindy Sprayberry, Administrative Assistant to the School of Education. These items are necessary to create a new appointment for you in the UT system. 1. Social Security Number 2. Address 3. Home phone 4. Cell Phone 5. Email address 6. Official college transcripts 7. Copy of current teaching certificate 8. Vita 9. Supplier Information Form (Completed at supervisor training.)

A contract ("Letter of Agreement") will be mailed to supervisors during your first month of service after any adjustments for the number of students you are supervising have been finalized. Please sign the Letter of Agreement and promptly return it to Ms. Sprayberry at the address provided below. Cindy Sprayberry Administrative Assistant to the School of Education School of Education The University of Texas at Tyler 3900 University Blvd, BEP 247 Tyler, TX 75799 903-566-7133 (Voice) csprayberry@uttyler.edu SUPERVISOR EVALUATION Student teachers and cooperating teachers evaluate the supervisor s performance. The evaluation form will be sent electronically to each cooperating teacher. Student teachers complete the evaluation online prior to the final EDUC 4057 seminar. These forms will now be submitted electronically to OCE. OCE collects and organizes the data at the end of each semester for review by SOE. INTERNSHIP Students who hold a bachelor's degree and have received credit for all required professional education course work except student teaching may satisfy the student teaching requirement by participating in a full-time teaching internship of one school year. The intern is hired and placed on a probationary certificate by a school district accredited by the Texas Education Agency (TEA) and is jointly supervised by university and district personnel as prescribed by law (TEC 21.051; TAC 230.391). Intern responsibilities and requirements are listed below. Intern Semester One Phase IV Intern 1) Submit lesson plan to supervisor for observed lessons only via email. UT Tyler Field Supervisor 1) Introduce yourself to campus principal. 2) Observe the intern three times. The first observation must be done during the first month using the DOR. The second will also use the DOR and the third will use the COR. 3) Submit Supervisor Summary Report to UTT. Campus-based Mentor 1) Observe using COR at beginning and end of semester one. Intern Semester Two Phase IV Intern 1) Submit lesson plan to supervisor for observed lessons only via email. UT Tyler Field Supervisor 1) Observe the intern two times. The first observation must be done during the first month using the DOR. The second will use the COR. 2) Submit Supervisor Summary Report to UTT. Campus-based Mentor 1) Observe using COR at beginning and end of semester two.

The university supervisor will: Visit the intern a minimum of three times for the first semester (the first observation must be completed within the first month) and two times the second semester to assist the intern in identifying strengths and areas of improvement. The supervisor should also conference with the mentor and school administrator early in the school year and at frequent intervals thereafter to ensure that the intern is on-track to receive contract renewal. Any possibility of non-renewal should be addressed early in the fall semester so that appropriate remediation steps can be taken to ensure the intern s success. Make a final recommendation for a credit/no credit grade and turn in appropriate documentation of the evaluations to the coordinator of the OCE. Successful Completion of the Internship: Documented evidence of satisfactory completion of two semesters of teaching duties as defined by the school district, including managing curriculum and students.