Clinical Experience

Placements Handbook

Prepared by the Office of Professional Services

201 High Street, Hull 141

Farmville, Virginia 23909

(434) 395-2331 telephone

(434) 395-4926 facsimile

OPS@longwood.edu

http://www.longwood.edu/professionalservices

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Table of Contents

Introduction 3

Clinical Experience Placements Terms 4

Longwood Placement Procedures and Policies 5

Procedure to Handle Student Complaints 7

Guidelines for Placement 9

Clinical Experience Placements 10

Program Areas Initial License Clinical Experience and Certificate 12

Placements

Administration of Clinical Experience Placements 14

The Role of the Office of Professional Services (OPS) 17

The Role of the Partnering Placement School Division and School 18

The Role of the Host Principal 19

The Role of the Cooperating Teacher 21

The Role and Responsibilities of the University Supervisor 23

The Teacher Candidate’s Professional Responsibilities and 27

Clinical Experience Placement Requirements

Student Teaching Placement Assessments 32

Planning Guide for the Teacher Candidate 34

Suggested Schedule for the Seven and Six Weeks Placement 36

Cooperating Teacher’s Checklist 38

Clinical Experience Checklist – Elementary 41

Activity Checklist – Secondary 43

Appendix

Council for the Accreditation of Educator Preparation Standards (CAEP) 46

Interstate New Teacher Assessment and Support Consortium Standards 53

Longwood University’s Conceptual Framework Standards 55

Supplemental Materials

Comments on the Day Form

Daily Lesson Plan for Special Education

Longwood Lesson Plan Outline

Teacher Work Sample and Impact on Student Learning Requirements

Teacher Work Sample Rubric

Cooperating Teacher Assessments Student Teacher Candidate Assessments University Supervisor Assessments

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Introduction

The Longwood University College of Education and Human Services is committed to

providing the teacher candidate with positive, practical, and professional clinical

experiences. University faculty, supervisors, cooperating teachers, and the Office of

Professional Services (OPS) work with the teacher candidate to provide the support and

encouragement s/he needs to enter the teaching profession as enthusiastic, effective, and

caring teachers who can teach all students.

Longwood's Teacher Preparation Program prepares Teachers as Reflective Leaders based

upon a solid foundation in general education, a broad background in liberal arts and

sciences, and specific pedagogical skills as required by the Council for the Accreditation

of Educator Preparation (CAEP) standards. The CAEP standards, Longwood’s

Conceptual Framework Standards, and the Interstate New Teacher Assessment and

Support Consortium Standards (INTASC) that the teacher candidate graduate is able to

demonstrate are described in the next section of this handbook.

This handbook is intended for use by Longwood University teacher candidates, faculty,

university supervisors, cooperating teachers, and host principals. It is a comprehensive

guide for clinical experience (student teaching), but is not exhaustive in its coverage.

This Handbook provides policies, requirements, guidelines and suggestions for those

individuals involved with clinical experience placement activities. This handbook is

supplemented by the required meetings, orientation sessions, and training provided by the

OPS. The OPS website and Canvas course provide information and quick access for the

required calendars, documents, forms, and timelines.

The Clinical Experience Placements Handbook in the OPS Teacher Preparation Program

Canvas Course is the official handbook for Longwood University

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Clinical Experience Placements Terms

The terms below are defined specifically for this handbook.

● Clinical experience placement refers to student teaching. Clinical experience and

student teaching will be used interchangeably throughout this handbook.

● Partnering placement school division refers to the school division that has signed a

Memorandum of Understanding on file in the OPS. The OPS maintains a list of

current partnership schools on its website.

● Teacher candidate refers to a Longwood University student who has been admitted

to the Teacher Preparation Program.

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Longwood Placement Procedures and Policies

Longwood University carries bodily and property damage liability insurance for

Longwood University faculty, staff, and the teacher candidate engaged in observations,

field, and/or clinical experience placements. Professional liability is provided to the

teacher candidate acting in the scope of her/his placement. Any problems must be

reported immediately to the OPS.

● Reporting A Placement Incident

Please report student teaching incidents to your cooperating teacher, university

supervisor, Longwood University’s Material Management personnel, and the OPS.

An incident report form must be completed by the candidate and submitted to Risk

Management within 48 hours. The form cannot be submitted electronically.

● Reasonable Accommodations

In accordance with the Americans with Disabilities Act (ADA) and Section 504 of the

Rehabilitation Act, the OPS will work with teacher candidates requesting reasonable

accommodations during their field and clinical experiences. Students with a

documented disability may request reasonable accommodations by contacting the

Office of Disability Resources (434-395-2391).

The teacher candidate will need to discuss approved accommodations with the OPS

Assistant Director. This information is confidential and will be used only to manage

your placement. It is understood that teacher candidates with disabilities will request

accommodation(s) in a timely manner so that accommodation(s) may be arranged

prior to the start of the placement. Examples of possible accommodations include:

Font Enlargement software, screen reading devices, and alternate format instructional

materials, etc.

● Mandatory Reporting of Crimes and Sexual Misconduct

In accord with its history and mission, Longwood University believes that each

individual should be treated with respect and dignity and that any form of crime

or violence is incompatible with Longwood’s commitment to the dignity and worth of

the individual. Longwood University is committed to providing a healthy living,

learning, and working environment which promotes personal integrity, civility, and

mutual respect.

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If you have been the victim of a crime or sexual misconduct, we encourage you to

report this. If you disclose this to a faculty member or employee [with the exception

of our Limited Reporting and Confidential Reporting Resources; for example, the

Counseling and Psychological Services (CAPS) staff], they are required by law to

notify the appropriate university officials.

The faculty member or employee cannot maintain complete confidentiality and is

required to report the information that has been shared. Please know that all reported

information is treated with discretion and respect and kept as private as possible. For

more information about your options at Longwood, please see:

A. http://www.longwood.edu/titleix

B. http://www.longwood.edu/police/crimereports.htm

C. http://www.longwood.edu/studentconduct/conduct-code/

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Procedure to Handle Student Complaints

This complaint procedure is designed to assist teacher candidates who have perception of

unfair and/or unlawful treatment. A complaint should be resolved without initiating the

formal procedure, if at all possible. This procedure does not supersede Longwood

University’s policies set forth for grievances of discrimination, harassment, or grade

appeals.

If a teacher candidate has a complaint about placements, university supervisors, grades,

deficiencies, or decisions made by faculty members, advisors, the OPS, etc., please use

the following procedure:

1. The teacher candidate should first discuss the issue with the person(s) involved and

attempt to resolve the complaint through informal discussion. This meeting should

occur within ten (10) business days of the time when the student had knowledge of

the issue.

2. If the matter cannot be resolved at this meeting, the teacher candidate may file a

written complaint within ten (10) business days of the verbal meeting. The written

complaint should be submitted to the person(s) directly involved with notification

of the complaint also being provided to the appropriate supervisor. The written

complaint must contain:

a. A complete description of the complaint;

b. Any supporting documents; and

c. The redress (desired outcome) sought by the teacher candidate.

3. The person receiving the written complaint has ten (10) business days to reply to

the teacher candidate in writing. If the teacher candidate is not satisfied with the

written response from the employee, the teacher candidate should make a written

appeal to the employee’s supervisor. The supervisor has ten (10) business days to

investigate and reply in writing to the student or schedule mediation with the

person(s) involved.

4. If the teacher candidate is not satisfied with the written response from the

supervisor and/or the outcome(s) of the scheduled mediation, s/he may appeal to

the department chair. This appeal must be made within ten (10) business days of

the supervisor’s written response and/or mediation. The

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teacher candidate should include copies of all previous correspondence and

relevant documents, along with a cover letter, to the department chair. The

department chair has ten (10) business days to adjudicate the matter and reply to

the teacher candidate.

5. If the teacher candidate is not satisfied with the written response from the

supervisor and/or the outcome(s) of the scheduled mediation, s/he may appeal to

the dean of the College of Education and Human Services. This appeal must be

made within ten (10) business days of the supervisor’s written response and/or

mediation. The teacher candidate should include copies of all previous

correspondence and relevant documents, along with a cover letter, to the dean.

The dean has ten (10) business days to adjudicate the matter and reply to the

teacher candidate.

6. If the teacher candidate is not satisfied with the written response from the

supervisor and/or the outcome(s) of the scheduled mediation, s/he may appeal to

the provost. This appeal must be made within ten (10) business days of the

supervisor’s written response and/or mediation. The teacher candidate should

include copies of all previous correspondence and relevant documents, along with

a cover letter, to the provost. The provost has ten (10) business days to adjudicate

the matter and reply to the teacher candidate.

7. If the teacher candidate is not satisfied with the provost’s response, s/he may

appeal to the president within ten (10) business days after the reply from the

provost. The teacher candidate should include all related correspondence and a

cover letter to the president. The president will discuss the complaint with all

concerned parties and adjudicate the issue within ten (10) business days after

receipt of the correspondence. This decision will be final.

If the teacher candidate believes that her/his grade for a field or clinical experience

placement is unfair or inaccurate, the teacher candidate must follow the grade appeal

policy found in the current issue of the Longwood University Undergraduate and

Graduate Catalogs.

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Guidelines for Placement

Teacher candidates must have diverse placement experiences. You also need placement

experiences that represent all the grade levels and subject areas you will teach based on

initial licensure. All teacher candidates need to complete a rural and a diverse

placement. OPS will maintain the list of partnering school divisions based on the

Program Education Committee’s criteria for identifying rural and diverse placements and

a signed Memorandum of Understanding with the school division.

Some school divisions only place Practica teacher candidates. Some school divisions

only place Student Teachers. Some restrict the grade level or avoid SOL subjects. These

distinctions are noted on the chart in the OPS Teacher Preparation Canvas Course.

You cannot be placed at a school where you attended as a student or have an immediate

family member currently attending or working or where you are working or have worked.

List the conflict schools on your application in the comments field. You can be placed in

the division if there are more than one school at the level you need.

Do not contact or have others contact the school division about placements. This

includes any special requests you might have. If you have a documented disability, you

may request reasonable accommodations by contacting Longwood University’s Office of

Disability Resources.

Some program area faculty members supervise their own teacher candidates for their

placements, which may require placements to be within a certain geographical area

(usually within an hour of campus). These program areas are: English, History/Social

Science, Mathematics, Modern Languages (ESL, French, German, and Spanish), Physical

Education and Health, and Special Education. Program Coordinators have the discretion

to request specific school divisions for their teacher candidates to complete their field and

clinical experience placements.

Contact OPS to discuss your placements.

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Clinical Experience Placements

The undergraduate teacher candidates undertake student teaching in the last semester of

their senior year. The graduate student seeking initial licensure completes a professional

semester at the time designated by the program area (usually the final semester of the

graduate program).

Each candidate is assigned a qualified cooperating teacher. The teacher candidate reports

to school each day, following the contractual schedule of the cooperating teacher. This

schedule involves a minimum of seven hours, five days each week for 13 weeks.

Travel distance and commute time to and from placements vary. Transportation

and lodging (if needed) are at the expense of the teacher candidate.

The university supervisor has the direct responsibility for the supervision and evaluation

of the teacher candidate. The university supervisor observes and works with the teacher

candidate and the cooperating teacher. Additionally, Longwood University’s faculty may

supervise and evaluate teacher candidates.

In order to satisfy the Commonwealth of Virginia licensure requirements and the

requirements of our accrediting professional services programs and agencies, the teacher

candidate must complete the appropriate student teaching program.

1. The elementary education teacher candidate seeking licensure in PreK-6 is

required to complete the 13 weeks student teaching placement in an elementary

grade.

2. The teacher candidate seeking a PreK-6 licensure with middle school (grades 6-8)

endorsement(s) will be assigned to one elementary grade classroom for 6 weeks

and one middle grade classroom in the appropriate endorsement area for 7 weeks.

3. The middle school (grades 6-8) teacher candidates will be placed in two separate

grade level classrooms in their chosen endorsement areas (English, Math, Science,

Social Studies).

4. The secondary teacher candidates (grades 6-12 English, history, math, science)

seeking licensure may be required to engage in split student teaching assignment

with approximately half in a middle grade classroom and half in a high school

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classroom OR may be required to complete the student teaching placement in one

high school classroom in their subject area for the full 13 weeks if their field

placements were completed in a middle school.

5. The teacher candidate seeking a PreK-12 license (art, modern languages, music,

physical education/health, and theatre) will be assigned student teaching for a

proportional amount of time in the grade level(s) needed for license or be assigned

one grade level if their field placements were completed at the appropriate grade

level needed for license and approved by the program coordinator.

6. The teacher candidate seeking PreK-12 licensure in special education will be

placed in a special education classroom for 7 weeks at one level (elementary,

middle or high school) and 6 weeks at another level as specified by the program

area coordinator.

7. The SPED teacher candidate seeking dual endorsements special education and

elementary education will have two placements, one SPED and one regular

elementary

Evaluation of the Teacher Candidate

The teacher candidate and the cooperating teacher need to be familiar with the

Observation and Evaluation Form for Clinical Experience Placement. This

assessment is completed a minimum of three times during the 7 and 6 weeks placement

(every observation visit). In realizing the important role that evaluation has in teaching, it

is important for the teacher candidate to ask such questions as "How did I do? How can I

improve? What other procedures could have been used to improve the lesson?" The

university supervisor has the responsibility of determining a teacher candidate’s final

grade.

Grade Appeal

If the teacher candidate believes that her/his final clinical experience grade is unfair or

inaccurate, the teacher candidate must follow the grade appeal policy found in the

Longwood University Undergraduate and Graduate Catalogs.

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Program Areas Initial License Clinical Experience and

Certificate Placements

Longwood University’s Clinical Experience Placements

● Art—Directed Elementary/Secondary Teaching for Art & Music--EDUC 410

● Biology, Chemistry, and Physics—Directed Teaching in Secondary

School—SCED 482

● Elementary—Elementary Directed Teaching—EDUC 401

● Elementary and Middle—Elementary and Middle School Directed

Teaching—EDUC 400

● English—Directed Teaching in the Secondary Classroom—ENG 482

● French—Directed Teaching in the Elementary and Secondary French

Classroom—FREN 482

● German—Directed Teaching in the Secondary German Classroom—

GERM 482

● Health and Physical Education—Directed Teaching in Elementary

and Secondary Physical Education and Health—KINS 482, KINS 483

● History and Social Science—Directed Teaching of Social Studies in the

Secondary School—HIST 482

● Mathematics—Directed Teaching in the Secondary School—MATH 482

● Middle—Middle Directed Teaching—EDUC 405

● Music—Directed Elementary/Secondary Teaching for Art

and Music—EDUC 410

● School Librarianship—Supervised Experience in School Libraries—SLIB 689

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● Spanish—Directed Teaching in the Elementary and Secondary Spanish

Classroom—SPAN 482

● Special Education (Five Year)—Directed Teaching for Students with

Exceptional Needs—EDUC 406

● Special Education (Initial License)—Special Education Graduate Professional

Semester—SPED 692

● Special Education (Curriculum and Instruction)—Graduate Professional

Semester for Licensed Teachers—SPED 693

● Teaching English Second Language—Directed Teaching in the

Elementary and Secondary English as a Second Language

Classroom—TESL 482

● Theatre—Directed Teaching in the Secondary School—EDUC 402

Longwood University’s Certificate Placement

● Autism Spectrum Disorders—Internship in Autism Spectrum

Disorders—SPED 580

Virginia Department of Education Assessment Requirements for Virginia Licensure

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Administration of Clinical Experience Placements

Clinical experience placements will be guided by the policies and procedures below.

1. Email is the official means of communication for clinical experience placements

with program area faculty, teacher candidates, and the OPS.

Teacher candidates must provide their “Longwood L” number and program

area on all emails regarding student teaching placements.

2. The OPS will only coordinate and manage clinical experience placements with

school divisions that have a signed Memorandum of Understanding (MOU) on file

in the OPS.

3. All potential new partnering placement school divisions will be evaluated and

visited by the director of the OPS prior to inclusion on the approved choice list for

clinical experience placements. Recommendations for placement partnerships

schools are subject to an evaluation as needed by the OPS.

4. The OPS will only use accredited institutions and appropriately certified educators

as university supervisors and cooperating teachers.

5. The OPS cannot guarantee teacher candidates a clinical experience placement

in the school division chosen. The listing order of placement school divisions

on the student teaching application is not considered a “rank order” of

preference of the candidate. Teacher candidates must be equally willing to

accept the placement obtained by the OPS even if the school division was not

chosen by the teacher candidate.

6. Teacher candidates will not be placed in a school where they have attended,

have a sibling or relative working, are currently employed or have previously

been employed. It is the responsibility of the teacher candidate to identify

these schools as “conflict schools” on their application.

7. Private school placements must be approved by the program area coordinator.

8. All student teaching placements will start and end on the same date. There

are no late starting or early ending dates.

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9. Prior to the beginning of a placement, this Handbook will be available for the

university supervisor, faculty, cooperating teacher, teacher candidate, and

appropriate school personnel online at the OPS’ website.

10. OPS will inform the partnering school division of all breaches of the law.

The OPS will:

1. coordinate, receive, and process applications for the clinical experience placement

only of teacher candidates who have fully completed all coursework for

graduation prior to entering student teaching , have submitted all of the

required documents, and who have submitted passing score reports for all of

the required licensure assessments in accordance with their program area

requirements and the two applicable positive faculty recommendations.

The teacher candidate is not permitted to take classes during the clinical

experience placement. This includes all goal or general education courses,

as well as major course requirements and professional studies coursework.

2. schedule training sessions, when needed, for university supervisors, faculty, and

advisors, to share and explain the requirements for clinical experience placements.

3. schedule class visits and informational sessions to inform the potential teacher

candidate of the requirements for each program area’s clinical experience

placement.

4. send all clinical experience placement requests to the OPS partnering school

division’s contact personnel. The university supervisor, faculty, and the

teacher candidate may not contact school divisions or individual schools to

request a clinical experience placement or to change a placement. Failure to

comply may result in cancellation of the student teaching placement.

5. forward the clinical experience placements to the appropriate university supervisor

and the teacher candidate upon receipt and approval by the partnering placement

school division and the OPS.

6. limit the number of placement requests to a school division to prevent “overload”

on a school.

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7. supervise and assist the university supervisor and cooperating teacher with the

evaluation of clinical experience placements.

8. work closely with the partnering placement school divisions and other institutions

of higher education to coordinate and manage an effective clinical experience

placement process.

9. arrange, prior to the initial week of the clinical experience placements, a

group meeting for the university supervisors, and the teacher candidates.

10. submit to the Registrar’s Office the final grade for each teacher candidate

completing a clinical experience placement assigned to the OPS director

when designated as instructor of record.

11. provide the associate dean’s office and the teacher education program

faculty placement data to analyze and evaluate the success of the clinical

experience placements as needed.

The OPS retains authority on behalf of the program areas to revise or cancel placements

confirmed by a partnering school division for reasons including, but not limited to:

1. The teacher candidates fail to meet all licensure requirements by the deadline.

2. The clinical experience does not meet accreditation standards or initial license

requirements.

3. Documentation indicates the placement will not be conducive to professional

growth for the teacher candidate.

4. There is not a university supervisor or faculty member to assign to the

placement.

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The Role of the Office of Professional Services (OPS)

The Office of Professional Services (OPS), in collaboration with partnering school

divisions, is committed to placing teacher candidates in accredited educational settings

that will prepare them to be reflective leaders and practitioners who can teach all

students.

The OPS will:

1. inform teacher candidates via OPS Teacher Prep Canvas Course of all

requirements for a clinical experience placement required of their program area for

initial license.

2. verify teacher candidates have completed all requirements for a clinical experience

placement including the submission of two positive faculty recommendations.

3. request placement only for teacher candidates who have submitted and

completed all requirements for a clinical experience placement by the

deadline date.

4. place teacher candidates in accredited educational settings.

5. place teacher candidates with cooperating teachers who possess a current license in

the assigned subject and a minimum of three years teaching experience. A

master’s degree is preferred, but not required.

6. place teacher candidates in educational settings that provide multi-diverse exposure

opportunities for learning and teaching.

7. assign teacher candidates to a university supervisor who is licensed in the same or

appropriate subject area sought by the teacher candidates.

8. verify the university supervisors’ license area(s).

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The Role of the Partnering Placement School Division and School

Participation as a partnering placement school division for clinical experience placements

provides opportunities for educators to contribute to the professional development of

future educators. It also provides an opportunity to observe and nurture possible future

contracted educators for the school division.

The partnering school division will:

1. review and sign the Memorandum of Understanding (MOU) that grants payment to

the school division or school for hosting a teacher candidate during the clinical

experience placement (student teaching) and sets forth the general terms of

agreement between the division and Longwood.

2. designate the appropriate personnel to be a contact for the OPS. The OPS will

communicate with this individual to obtain and finalize clinical experience

placements. The contact person must determine and inform the OPS of the number

of clinical experience placements that can be placed.

3. be responsible for ensuring that the cooperating teacher possesses a current license in

the assigned subject/grade level(s) and has a minimum of three years teaching

experience. A master’s degree is preferred, but not required. cooperating teachers

should be chosen based on their expertise as an exemplary educator and ability to

effectively mentor a teacher candidate.

4. be responsible for ensuring that the assigned school is accredited.

5. ensure the teacher candidate is not left alone in the classroom without the assigned

licensed cooperating teacher. The teacher candidate can be left alone in the

classroom when the cooperating teacher, in close proximity to the classroom, is

providing the teacher candidate the opportunity to experience the “feel” of handling,

managing, and facilitating instructions as part of the placement experience for

observation, feedback, and assessment purposes.

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The Role of the Host Principal

The host principal has the ultimate responsibility for the school to which the teacher

candidate is assigned. The cooperating teacher has an obligation to keep the principal

informed as to the progress of the teacher candidate. The Principal may assist the

cooperating teacher and the teacher candidate by:

1. providing for the teacher candidate’s general orientation to the school.

2. providing information concerning administrative policies and procedures.

3. supporting conference times for the cooperating teacher and the university

supervisor.

4. assisting in providing supplies and equipment that are necessary and will enhance

instruction.

5. informing the staff and community of the clinical experience placement program.

6. observing the teacher candidate at work and assisting in the evaluation of her/his

progress.

7. supporting the opportunity for the teacher candidate to observe other teachers and

classrooms.

8. communicating routine procedures for the university supervisor's visit: parking,

reporting to school office, etc.

9. refraining from using the teacher candidate as a substitute teacher for faculty

members who may be absent from school. This complicates legal matters regarding

liability.

10. interviewing and conferencing with the teacher candidate upon completion of the

clinical experience placement.

11. ensuring the teacher candidate is not left alone in the classroom without the assigned

licensed cooperating teacher. The teacher candidate can be left alone in the

classroom when the cooperating teacher, in close proximity to the classroom, is

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providing the teacher candidate the opportunity to experience the “feel” of handling,

managing, and facilitating instructions as part of the placement experience for

observation, feedback, and assessment purposes.

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The Role of the Cooperating Teacher

Each year the teacher candidate reports that the cooperating teacher is the key to her/his

success and that student teaching is her/his single most valuable professional preparatory

experience. The cooperating teacher is therefore one of the most important components

of a professional teacher education program.

Besides meeting the accrediting qualifications for a cooperating teacher as previously

indicated, being selected as a cooperating teacher implies that a teacher has exhibited

exemplary teaching performance and standards of the profession.

Each cooperating teacher accepts the professional challenge and opportunity of preparing

a future professional educator. The cooperating teacher will work with the teacher

candidate in planning instruction, lessons, and activities. The cooperating teacher will

assist the teacher candidate in developing effective classroom management skills.

The welcome email you received from the OPS has important information you will want

to keep on hand while hosting one of Longwood University’s teacher candidates. In

addition, the online orientation course provides an overview of the varying roles of the

cooperating teacher, host school principal, university supervisor, and teacher candidate.

It also includes the handbook information with suggestions and checklists to assist you as

you actively mentor a pre-service teacher during the clinical experience.

Upon completion of the orientation training module and the “check for understanding,” a

certificate will be issued to the cooperating teachers that can be used towards meeting the

professional development points necessary for licensure renewal. The orientation

training module needs to be completed prior to the conclusion of the second observation

visit with the university supervisor.

The cooperating teacher is required to submit the following online forms:

1. Cooperating Teacher Data Form a. This form needs to be completed at the start of the placement during the

initial visit with the university supervisor.

b. Please complete all blanks/fields before submitting.

2. Final Clinical Experience Evaluation (complete in myLongwood)

a. This assessment should be completed at the end of the student teaching

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placement.

b. For guidance on how to rate the teacher candidate for each indicator, please

refer to the Conceptual Frameworks Rubric.

3. Cooperating Teacher Feedback Form (complete in myLongwood)

a. This assessment should be completed at the end of the student teaching

placement.

b. Please complete all blanks/fields before submitting.

Links and more detailed directions about navigating the myLongwood portal are

contained in the email from the assessment office. However, questions about the actual

assessments should be directed to the associate dean’s office, not the Office of

Professional Services.

A Cooperating Teacher’s Checklist, Clinical Experience Checklist for Elementary and

Activity Checklist for Secondary School Candidates are provided in this handbook.

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The Role and Responsibilities of the University Supervisor

Clinical Experience

The role of the university supervisor is to:

1. ensure the teacher candidate has successful and growth-related experiences in the

school setting.

2. represent Longwood University in its efforts to enhance the progress of the teacher

candidate.

3. be a mentor for the teacher candidate.

4. seek to develop self-evaluation and reflection skills of the teacher candidate as

mean of professional growth.

5. be a liaison between the partnering school, OPS, and Longwood University.

The university supervisor’s responsibilities are to:

1. attend Seminar Day as scheduled by the OPS to learn of updated information, meet

your teacher candidate(s), and obtain a student teaching assignment list, revised

policy, assessment information, if applicable, and to sign the Compensation Status

Change Request form, if provided.

2. share and discuss with the teacher candidate(s) your contact information, expectations,

observations, meeting times, feedback, etc.

3. meet school administrators and cooperating teacher(s) prior to the first day of

placement, if possible.

4. arrange a time to meet the teacher candidate(s) at the placement school prior to the

first day for introductions to the school administrator(s), cooperating teacher, etc.

5. share and discuss with the cooperating teacher(s) contact information, expectations,

observation schedule, etc. during the first visit, prior to the placement.

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6. assist the cooperating teacher with completing the online Cooperating Teacher Data

Form during the first visit.

7. remind the cooperating teacher to complete the online orientation module which

provides the handbook and certificate for license renewal prior to the conclusion of

the second observation/visit.

8. observe the teacher candidate(s) a minimum of three times during the 7 and 6 weeks

placement (a total of six observations). More observations and visits are encouraged

if needed and if time permits.

9. complete the Observation and Evaluation Form for Clinical Experience Placement

online for each observation visit. A minimum of two complete lessons must be

observed during each placement—7 and 6 weeks.

10. meet with the cooperating teacher(s) and the teacher candidate(s) to provide

feedback, suggestions, areas for strength, and areas of improvement a minimum of

two times during each placement—7 and 6 weeks.

11. evaluate the candidate on the completion of an integrated unit and complete

rubric in myLongwood. For Liberal Studies elementary, elementary/middle, and

middle school candidates only.

12. schedule at least one Professional Learning Community (PLC) Meeting

during each 7 and 6 weeks placement with all assigned teacher candidates. Submit to OPS the agenda no later than one week prior to the meeting

using the PLC template.

13. schedule a final conference with the teacher candidate(s) to share areas of

strength, areas for improvement, and final grade before submitting to the

OPS.

14. remind the cooperating teacher(s) to submit the following online

assessments and confirm completion and submission by accessing the

teacher candidate’s assessment checklist that all required forms have been

received:

a. Cooperating Teacher Data Form

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b. Final Clinical Experience Evaluation* (located in myLongwood)

c. Cooperating Teacher Feedback Form (located in myLongwood)

*The teacher candidate will be able to view and print his/her assessments

if the final submission box is checked.

15. remind the teacher candidate(s) to submit the online assessments below and confirm

completion and submission with the teacher candidate’s assessment checklist that all

required forms have been received:

a. Clinical Experience Diversity Report b. Impact on Student Learning Report (if applicable)

c. Teacher Candidate Survey

*The teacher candidate will be able to view and print his/her assessments if the

final submission box is checked.

16. submit the online assessments below at the end of the clinical experience

placement and view assessment checklist in myLongwood to confirm all

required forms have been received:

a. Final Clinical Experience Evaluation*

b. Assessment of Professional Dispositions

The university supervisor will evaluate the student teacher’s professional dispositions at

the conclusion of both 7 and 6 weeks placements. If after the first placement, there is

concern with a candidate’s dispositions, a Growth Plan will be developed by the

university supervisor, cooperating teacher and program coordinator if needed. If needed,

additional observations will take place by designated personnel during the second

placement. Teacher candidates MUST earn a 2 or higher on all indicators to pass

the assessment of professional dispositions.

*The teacher candidates will be able to view and print their assessments if the final

submission box is checked.

17. evaluate the teacher candidate by consulting with the cooperating Teacher

and principal and/or designee to determine the final grade for the teacher

candidate before submitting a final grade to OPS.

26

18. submit a final grade for the teacher candidate(s) on the grade sheet provided

by OPS by the specified dates. OPS will send the grade sheet via email.

19. contact the OPS with any questions or concerns that may arise before,

during, or after the clinical experience.

27

The Teacher Candidate’s Professional Responsibilities

and Clinical Experience Placement Requirements

The teacher candidate’s interaction with the university supervisor, school administrators,

cooperating teacher, university and school faculty, parents, and students is expected to

reflect a high degree of professionalism. The teacher candidate is required to:

1. review the online Student Teacher Orientation module that provides application

instructions and information to meet requirements for student teaching and the

follow-up online student teaching module to make sure you have met all

requirements. Complete the quizzes applicable to each module.

2. represent Longwood University at all times.

3. adhere to the provisions of the Honor Code of Longwood University, all regulations

stated in the Longwood University Undergraduate and Graduate Catalogs, and the

same regulations and legal expectations as the cooperating teachers to whom they

are assigned.

4. apply and submit all required applications and documents by the deadline date for a

student teaching placement required of their program area and the OPS. The teacher

candidate must meet with the program coordinator if one or two applicable faculty

recommendations are not submitted. Teacher candidates who fail to submit

applications and required documents by the deadline dates will not be placed

for student teaching.

OPS will not request a student teaching placement for teacher candidates who

fail to submit and complete all requirements by the established deadline dates.

This includes application to request a student teaching placement. Please see

the Student Teacher Deadline chart in the OPS Teacher Prep Canvas Course.

5. have fully completed all coursework for graduation prior to entering student

teaching. The teacher candidate is not permitted to take classes during the

clinical experience placement. This includes all goal or general education

courses, as well as major course requirements and professional studies

coursework.

6. have passed the appropriate licensure assessments in accordance with program

28

area requirements. This includes the Virginia Communication and Literacy

Assessment (VCLA), Praxis II Specialty Area Test (if applicable) and the

Reading for Virginia Educators (if applicable).

7. have submitted score reports to the OPS via Teacher Preparation Canvas

course by the deadline date. Detailed information about assessments, including

test codes for registration is posted in the OPS Teacher Preparation Canvas

course. 8. submit the standard documents for placement to OPS via the Teacher Preparation

canvas course by the applicable deadline. This includes:

A. Covenant Agreement

B. Certificate of Completion

i. Child Abuse Module

ii. Dyslexia Module

iii. Civics Education of Virginia Module (if applicable)

iv. Current Hands-On Training in emergency first aid, cardiopulmonary

resuscitation (CPR), Adult and Child, and the use of automated external

defibrillators (AED)

To comply with the Virginia Department of Education regulations,

certification from the American Heart Association and the American Red

Cross will be the only certificates accepted.

C. Automobile Insurance Form

D. Criminal Background Check

E. Record of Tuberculosis Screening

F. Supplemental application or requirements by school divisions

9. notify the OPS immediately if you attended or worked at the school of the assigned

placement or if you have a sibling or family member who works or attends the

school. Failure to notify OPS, could result in the cancellation of your placement and

the candidate could receive an incomplete or a failing grade for the clinical

experience placement.

10. provide their housing, food, and transportation to and from the assigned schools, and

subsequent costs thereof.

11. be tactful and keep classroom anecdotes and all personally identifying information

29

confidential.

12. become familiar with special education laws, their implications, and develop skills

to teach special needs students in the regular classroom.

13. review all required information via the OPS Teacher Prep canvas course.

A. Student Teaching Orientation

B. Student Teaching Follow-Up Meeting

C. Seminar Day

D. Meetings scheduled by the university supervisor prior to and during the clinical

experience placement

It is the responsibility of the teacher candidate to check the OPS Teacher

Preparation Canvas course for this information and updated information

regarding clinical placements. Failure to attend these meetings may result

in the candidate receiving a failing grade or may result in cancellation of

the placement.

14. be at school during the entire placement for full days and not leave school early for

any reasons.

15. consider the clinical experience placement a full-time responsibility and avoid

outside employment during this time. Teacher candidates may not leave school

early to work another job or to coach. The teacher candidate may not accept

contractual employment with a school division during the student teaching

placement.

16. be in the building the same days and for the same contract hours as all teachers.

The teacher candidate is expected to attend the same meetings and workshops as the

cooperating teacher during the placement period.

17. observe the same work calendar as the cooperating teacher. For example, if

Longwood University's holiday schedule differs from that of the school, the

assigned school’s holiday schedule takes precedent.

18. embody the attitudes, dispositions, actions, and accept responsibilities of a teacher

rather than those of a student.

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19. safeguard all personal and confidential information and use this information for

professional purposes only.

20. avoid unfavorable criticism in and out of the school setting.

21. be cooperative and follow basic rules of courtesy towards teachers, students,

parents, staff, and members of the community.

22. dress professionally while in schools. The teacher candidate must follow the dress

requirements specified by the university supervisor and the school. If there are

questions about dress/attire, please consult with the assigned university supervisor

or cooperating teacher.

Student teachers do not have leave time; therefore, you should not be absent from

student teaching for any reasons, including vacation, personal time, weddings, etc.

In the event of personal illness or emergency, documentation is required (provide to

OPS) and time must be made up. Otherwise, the final grade for student teaching

becomes an “F.”

23. respond and comply to the guidance, assignments, and requests of the university

supervisor, cooperating teacher, assigned school administrators, Longwood faculty

members, OPS Team members, the Dean of the College of Education and Human

Services, and other Longwood administrators.

The teacher candidate may not:

1. serve as a substitute teacher during the student teaching placement.

2. accept contractual employment during the student teaching placement.

3. administer or witness corporal punishment to students.

4. contact school divisions or school divisions’ personnel, including teachers and

administrators, to request or arrange a student teaching placement or to

change a placement. Failure to comply may result in the cancellation of a

student teaching placement and removal from the Teacher Preparation

Program.

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The specified requirements below are necessary when contacting the assigned partnering

school and meeting licensure provisions:

1. contact the assigned school to schedule a courtesy visit with the cooperating

teacher. Do not visit the assigned school without a scheduled

appointment. Some school divisions require the teacher candidate to attend

an orientation session prior to the first day of the clinical experience

placement.

2. schedule a time to meet the cooperating teacher to become familiar with the:

typical instructional day schedule and activities for which the teacher is

responsible; curricular materials, texts, aids (technology and non-

technology); seating charts; classroom management plan (rules and

consequences); faculty handbook; student handbook; reporting and departure

time for teachers; telephone numbers and other relevant contact information;

cumulative records of students; and other relevant information.

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Student Teaching Placement Assessments

1. The student teacher’s professional dispositions (Assessment of Professional

Dispositions—Pass/Fail) will be evaluated by the university supervisor at the

conclusion of both placements. If after the first placement, there is concern with

dispositions, a Growth Plan will be developed between the stakeholders.

If needed, additional observations will take place by designated personnel during the

second placement. Student teachers MUST earn a 2 or higher on all indicators to

pass this assessment.

2. Please complete the required forms in myLongwood during the clinical

experience (student teaching) placement. Direct any questions you may have about

these assessment forms to the Associate Dean’s Office at 434-395-2609, not to the

Office of Professional Services.

A. Clinical Experience Diversity Report ● For teacher candidates with two placements, please complete this form for both

placements.

● For teacher candidates with multiple classes in a single placement, please

complete this form for what you consider to be your most diverse class setting

and least diverse class setting.

● Please do not submit multiple diversity reports on the same day.

● Please print a copy of the report before graduation if you want a copy for

your personal records.

B. Impact on Student Learning Report ● Complete this form on the pre and post test scores of the students you taught for

your Teacher Work Sample (TWS).

● If you completed your TWS during EDUC 461 or EDUC 473/573, you do not

need to submit this form again during student teaching.

● Please print a copy of the report before graduation if you want a copy for

your personal records. Some school divisions require this type of

documentation during the hiring process.

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C. Teacher Candidate Survey ● Complete this form during the last couple of weeks of your clinical experience.

● Please print a copy of the report before graduation if you want a copy for

your personal records.

Note: The teacher candidate should print a copy of his/her Final Clinical

Experience Evaluation submitted by his/her University Supervisor through

myLongwood for employment and personal records.

There are instances, even after a great deal of assistance from the cooperating

teacher and the university supervisor, where the teacher candidate’s ability and

disposition do not meet the professional standards. In these instances, the teacher

candidate may be removed from the clinical experience placement.

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Planning Guide for the Teacher Candidate

During the first several days in the classroom, the teacher candidate can begin to:

1. become acquainted with the school, its philosophy, teachers, administrators,

building layout, etc. Read the faculty handbook and be familiar with the crisis plan

for your assigned school(s).

2. spend time with your cooperating teacher. Observe what the teacher does.

3. learn the names of all students in the classroom.

4. become familiar with each part of the established curriculum.

5. take initiative. Notice if there is a certain task to complete. Volunteer to construct a

bulletin board, take attendance, communicate with administrators, faculty, and staff

members daily, etc.

6. establish rapport but maintain professional distance. Be professional in all relations

with staff members and students. (You are Miss/Mrs./Ms. or Mr. – no first names

allowed!)

7. observe other grade levels, subject areas, and teachers, when possible.

8. establish positive relationships with the following school personnel: school’s

administrative assistant(s), custodians, cafeteria workers, and bus drivers.

9. attend and/or observe extracurricular activities (drama productions, choral programs,

athletic events, student organization meetings, parent/teacher meetings, etc.).

10. work with individuals and groups as needed. Take on increasing responsibility as

appropriate.

● Planning and Working with the Cooperating Teacher

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The teacher candidate is to coordinate and plan with the cooperating teacher on lessons

and activities. Some activities are suggested below.

1. ask the cooperating teacher when you can begin to develop daily and long-range

lesson plans. Please inform the university supervisor if the school’s lesson plan

format is required. Otherwise, use the Longwood Lesson Plan Outline or Daily

Lesson Plan for Special Education.

2. visit the school library. Become familiar with available references,

supplementary materials, and technology equipment and aids. Partner with the

librarian to accomplish educational objectives.

3. begin to gather instructional materials for immediate and later use.

4. assist with routine classroom matters such as furniture arrangement, ventilation,

end of day clean up, etc.

5. study the students carefully to determine their needs, interests, and abilities.

6. begin to work with small groups and tutoring individual students who have been

absent and need to complete assignments, etc.

7. assist cooperating teacher in preparing reports, recording test scores, etc.

8. attend faculty and other relevant meetings with the cooperating teacher.

9. meet with the cooperating teacher at the end of each school day to reflect on the

day. Discuss specific issues, ask questions, and request verbal and written

feedback. The Comments on the Day Form may be used.

10. check with the cooperating teacher and make sure the following have been

completed:

a. Cooperating Teacher Data Form (during first visit with university

supervisor)

b. Final Clinical Experience Evaluation (during last week of placement)

c. Cooperating Teacher Feedback Form (at the end of the placement)

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Suggested Teaching Schedule for the Seven and Six Weeks Placements

The teacher candidate will:

Week 1: observe; learn the names of students and faculty, become acquainted with

texts and other instruction materials; begin to assume some instructional

duties as determined by the cooperating teacher; namely, help individual

students, make announcements, facilitate group discussions, take groups to

the library, etc.

Week 2: continue the same activities identified above, gradually assume more duties.

Assume the responsibility for planning and teaching at least one

period/content area per day.

Week 3: assume the responsibility for planning and teaching at least two or three

periods/content areas per day.

Week 4: assume the responsibility for planning and teaching all of the content for the

day. Assume all cooperating teacher’s responsibilities and duties.

Weeks assume full-time teaching responsibilities. Near the last 2-4 days,

5-7: coordinate with the cooperating teacher when s/he wishes to begin

transitioning back into teaching her/his classes again.

Lesson Plans

The student teacher is required to write lesson plans for all taught lessons throughout

both placements. Lesson plans are to be typed using either the format taught in your

methods courses or the school’s lesson plan format.

The teacher candidate must take initiative in planning lessons in consultation with the

cooperating teacher and the university supervisor. Lesson plans are to be dated and kept

in a Lesson Plan Notebook. This Lesson Plan Notebook is to be available for the

university supervisor, cooperating teacher, school administrators, and/or program faculty

to review at all times.

37

Your university supervisor will collect the Lesson Plan Notebook periodically for grading

purposes. The cooperating teacher is to see the teacher candidate’s lesson plans at least

one day prior to the teaching of each lesson or as requested by the cooperating teacher

(they may request to see them earlier). Leave your Lesson Plan Notebook with your

cooperating teacher at all times, even if you are not at school, in case they have to teach

from your plans with an unexpected absence.

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Cooperating Teacher’s Checklist

To assist in planning for the teacher candidate, the following suggestions may be helpful.

A. Before the teacher candidate arrives

☐inform the students and parents

☐prepare relevant materials the teacher candidate might use

☐designate a desk, a nametag or plate, and storage space for the candidate

☐outline the rules and consequences, discipline plan, organizational framework and

routines

☐consider nametags for the students to wear during the first few days or make a

seating chart to be presented to the teacher candidate during the initial observation

B. Welcome period

☐orient the teacher candidate to the school building, other teachers, staff, and

students

☐arrange a meeting with the principal and the teacher candidate

☐discuss the expectations of the teacher candidate in regards to: confidentiality,

attendance, personal property, procurement of supplies, and her/his responsibilities

☐arrange for observation of other teachers

☐allow the teacher candidate to examine samples of students’ work

☐provide opportunities for the teacher candidate to become comfortable being in

front of the class

☐explain the methods of testing and grading, keeping records, and reporting to

parents

☐help the teacher candidate become familiar with the location/operation of

equipment

☐provide the opportunity for the teacher candidate to work with individual

students

C. Observation and evaluation assistance

☐explain unique characteristics of the students (i.e. learning styles, work habits,

etc.)

☐permit the teacher candidate to accept more teaching responsibilities

39

☐provide the teacher candidate with opportunities to observe and assist in

conferences

D. Pre-service training

☐provide opportunities for the teacher candidate to accept full responsibility for

the class so s/he will be comfortable when the cooperating teacher is absent from

the classroom

☐encourage the teacher candidate to develop lesson plans with less assistance

☐continue daily evaluations/feedback, noting strengths and areas for improvement

☐invite the principal to observe the teacher candidate

☐share with the teacher candidate ways to critique his/her own teaching

☐commend the teacher candidate for individual strengths

☐allow the teacher candidate freedom to try ideas and techniques; provide

reassurance that a failed technique is not necessarily a poor judgment

☐demonstrate a technique to assist the teacher candidate to remediate areas for

improvement

E. Evaluating the teacher candidate

☐develop an accepting and supporting relationship with the teacher

candidate, cultivating a positive climate necessary for giving and accepting

analysis of performance and growth-related suggestions

☐keep the principal and the university supervisor informed of the teacher

candidate’s progress

☐schedule evaluation feedback conferences with the teacher candidate daily (see

the Comments On the Day Form)

☐assist the teacher candidate in developing appropriate objectives when preparing

lesson plans

☐use the teacher candidate’s lesson plans (both before and after the lessons) to

help her/him to teach successfully

☐make notes concerning areas of strength and areas for improvement while

observing the teacher candidate

☐give attention to specifics when making suggestions; assist the teacher

candidate to understand why a procedure is effective and one that is less

effective and/or inappropriate

☐share performance highlights and areas of concerns with the university

supervisor on a regular basis

F. Working with the University Supervisor

☐read all the relevant sections for clinical experience placement

40

☐arrange for an inconspicuous place for the university supervisor to sit

when s/he is visiting to observe the teacher candidate

☐coordinate an appropriate place for the university supervisor to meet with the

teacher candidate immediately after the visit for a post conference

☐share any concerns, notes, and questions about the teacher candidate’s

performance

☐share a summary of the teacher candidate’s performance, including

strengths and areas for improvement

☐compare notes while simultaneously observing the teacher candidate with

the university supervisor

☐leave the classroom when the university supervisor visits occasionally

☐inform and coordinate with the university supervisor in all matters

regarding attendance, tardiness, behaviors, and suggestions

G. Reporting the teacher candidate’s performance

☐complete the evaluation of the teacher candidate using the online Final Clinical

Experience Evaluation ☐discuss the Final Clinical Experience Evaluation with the teacher candidate

before submitting

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Clinical Experience Checklist - Elementary

Teacher candidates are required to use this checklist to verify essential experiences are

completed during the student teaching semester (can encompass both placements). A. Instructional responsibilities

□ read regularly to and with students--both whole class and small group

□ diagnose the reading and mathematics levels of a student or small group of students

□ implement remediation plans for individuals or small groups in:

o Language Arts (RTI levels II and III)

o Mathematics (RTI levels II and III)

□ create a study guide for students

□ create or add to a content word wall (incorporating visuals)

□ meaningfully incorporate manipulatives into a mathematics and/or science lesson to

foster conceptual understanding

□ co-teach a lesson with your cooperating teacher

□ employ a variety of instructional strategies in your lessons

□ pose higher level thinking questions and use questioning strategies such as wait

time, rephrasing, and redirecting to engage students in discussions of their thinking

□ create a center/station in response to student data and teach students how to use the

center/station

□ use regularly cooperative learning strategies

□ make instructional decisions based on student data, such as exit tickets, homework,

etc.

□ teach a whole class inquiry based lesson in any of the content areas

□ differentiate across content, process, and product to meet the needs of all learners

□ develop and teach a complete interdisciplinary unit including formative and

summative assessments

B. Student program evaluation

□ construct, administer, and interpret results of an evaluative assessment

□ use an evaluative tool to diagnose and suggest remediation for students

C. Use of technology and audiovisual aids

□ demonstrate use of computer, projectors, Promethean Board, Smart Board, Apple

42

TV, iPads, etc.

□ utilize other forms of instructional technology D. Classroom maintenance

□ supervise daily dismissal

□ demonstrate knowledge of emergency procedures

□ maintain a neat and orderly classroom

□ become familiar with the clerical and custodial staff and their responsibilities

E. Classroom management

□ implement a behavior management system based on best practice

□ clearly articulate classroom rules and consequences both orally and in writing

□ hold students accountable for classroom rules in a firm, fair, and consistent way

□ monitor individual and group behaviors

□ participate in supervisory duties on the playground

□ develop and keep attendance and progress charts

□ participate in maintaining cumulative and confidential records

□ demonstrate knowledge of reporting procedures to parents

F. Professional responsibilities

□ attend parent-teacher conferences, committee meetings, and faculty

□ attend meetings

□ become familiar with all curriculum guides, SOLs, etc.

□ become familiar with professional organizations, journals, newspapers, books,

websites, etc.

□ participate in communication and consultation procedures for inclusion students

G. Additional teaching activities

□ observe instructional specialists such as librarian, speech/language therapist, and

psychologist, etc.

□ observe instruction in art, music, physical education, theatre, career and

technical education, and special education classrooms, if present in the school

□ assist, observe, and participate in extracurricular activities such as dances,

book fairs, athletic events, special school projects

□ observe a variety of instructional areas and teaching styles

Completion Signatures:

__________________________________________________________________

Cooperating Teacher-1st Placement Cooperating Teacher-2nd Placement

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__________________________________________________________________

Student Teacher University Supervisor

Activity Checklist - Secondary

Cooperating teachers may use this list to verify activities completed by the teacher

candidate. The list may be altered or supplemented according to the needs of the teacher

candidate and the cooperating teacher.

A. Instructional responsibilities

☐plan and assemble a bulletin board

☐teach small and large group lessons individually and as a team

☐develop a teacher work sample and/or complete a unit for a specific

subject

B. Student program evaluation

☐construct and administer a test or evaluative tool and interpret results

☐use an evaluative tool to diagnose and suggest remediation for student

C. Use of technology and other audiovisual aids

☐demonstrate use of computer, projectors, TV/VCR/DVD, film, etc.

☐utilize other forms of instructional technology

D. Classroom maintenance

☐supervise daily dismissal

☐demonstrate knowledge of emergency procedures

☐maintain a neat and orderly classroom

☐become familiar with the clerical and custodial staff and their

responsibilities

E. Classroom management

☐monitor individual and group behaviors

☐participate in supervisory duties in and around the school

☐create and maintain attendance and progress charts

☐participate in maintaining cumulative and confidential records

☐demonstrate knowledge of reporting procedures to parents

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F. Professional responsibilities

☐attend parent-teacher conferences, committee meetings, and faculty

meetings

☐become familiar with classroom and school curriculum guides, SOLs, etc.

☐become familiar with professional organizations, journals, newspapers,

books, websites, etc.

☐participate in communication and consultation procedures for inclusion

students

G. Additional teaching activities

☐observe instructional specialists such as librarian, speech/language,

therapists, and psychologist, etc.

☐observe instruction in art, music, physical education, career and technical

education, theatre, special education, etc. classrooms, if present in the

school

☐develop an understanding of the services provided by the guidance

counselors and career centers

☐assist, observe, and participate in extracurricular activities such as dances,

athletic events, student organization meetings, and special school projects

☐observe a variety of instructional areas and teaching styles

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Appendix

46

Council for the Accreditation

of Educator Preparation (CAEP) Standards

Standard 1: Content and Pedagogical Knowledge

The provider ensures that candidates develop a deep understanding of the critical

concepts and principles of their discipline and, by completion, are able to use discipline-

specific practices flexibly to advance the learning of all students toward attainment of

college- and career-readiness standards.

Candidate Knowledge, Skills, and Professional Dispositions

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at

the appropriate progression level(s) in the following categories: the

learner and learning; content; instructional practice; and professional

responsibility.

Provider Responsibilities:

1.2 Providers ensure that completers use research and evidence to develop an

understanding of the teaching profession and use both their P-12 students’

progress and their own professional practice.

1.3 Providers ensure that completers apply content and pedagogical

knowledge as reflected in outcome assessments in response to standards

of Specialized Professional Associations (SPA), the National Board for

Professional Teaching Standards (NBPTS), states, or other accrediting

bodies (e.g., National Association of Schools of Music – NASM).

1.4 Providers ensure that completers demonstrate skills and commitment that

afford all P-12 students access to rigorous college- and career-ready

standards (e.g., Next Generation Science Standards, National Career

Readiness Certificate, Common Core State Standards).

1.5 Providers ensure that completers model and apply technology standards as

they design, implement and assess learning experiences to engage

47

students and improve learning; and enrich professional practice.

Standard 2. Clinical Partnerships and Practice

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 demonstrate positive impact on all P-12 students’ learning and

development.

Partnerships for Clinical Preparation

2.1 Partners co-construct mutually beneficial P-12 school and community

arrangements, including technology-based collaborations, for clinical

preparation and share responsibility for continuous improvement of

candidate preparation. Partnerships for clinical preparation can follow a

range of forms, participants, and functions. They establish mutually

agreeable expectations for candidate entry, preparation, and exit; ensure

that theory and practice are linked; maintain coherence across clinical and

academic components of preparation; and share accountability for

candidate outcomes.

Clinical Educators

2.2 Partners co-select, prepare, evaluate, support, and retain high-quality

clinical educators, both provider- and school-based, who demonstrate a

positive impact on candidates’ development and P-12 student learning and

development. In collaboration with their partners, providers use multiple

indicators and appropriate technology-based applications to establish,

maintain, and refine criteria for selection, professional development,

performance evaluation, continuous improvement, and retention of

clinical educators in all clinical placement settings.

Partnerships for Clinical Preparation

2.3 The provider works with partners to design clinical experiences of

sufficient depth, breadth, diversity, coherence, and duration to ensure that

candidates demonstrate their developing effectiveness and positive impact

on all students’ learning and development. Clinical experiences,

including technology-enhanced learning opportunities, are structured to

48

have multiple performance-based assessments at key points within the

program to demonstrate candidates’ development of the knowledge, skills,

and professional dispositions, as delineated in Standard 1, that are

associated with a positive impact on the learning and development of all

P-12 students.

Standard 3: Candidate Quality, Recruitment, and Selectivity

The provider demonstrates that the quality of candidates is a continuing and purposeful

part of its responsibility from recruitment, at admission, through the progression of

courses and clinical experiences, and to decisions that completers are prepared to teach

effectively and are recommended for certification. The provider demonstrates that

development of candidate quality is the goal of educator preparation in all phases of the

program. This process is ultimately determined by a program’s meeting of Standard 4.

Plan for Recruitment of Diverse Candidates who Meet Employment Needs

3.1 The provider presents plans and goals to recruit and support completion of

high-quality candidates from a broad range of backgrounds and diverse

populations to accomplish their mission. The admitted pool of candidates

reflects the diversity of America’s P-12 students. The provider

demonstrates efforts to know and address community, state, national,

regional, or local needs for hard-to-staff schools and shortage fields,

currently, STEM, English-language learning, and students with

disabilities.

Admission Standards Indicate That Candidates Have High Academic Achievement and

Ability

3.2 The provider sets admissions requirements, including CAEP minimum

criteria or the state’s minimum criteria, whichever are higher, and gathers

data to monitor applicants and the selected pool of candidates. The

provider ensures that the average grade point average of its accepted

cohort of candidates meets or exceeds the CAEP minimum of 3.0, and the

group average performance on nationally normed ability/achievement

assessments such as ACT, SAT, or GRE:

● is in the top 50 percent from 2016-2017;

● is in the top 40 percent of the distribution form from 2018-2019; and

● is in the top 33 percent of the distribution by 2020

49

If any state can meet the CAEP standards, as specified above, by

demonstrating a correspondence in scores between the state-normed

assessments and nationally normed ability/achievement assessments, then

educator preparation providers from that state will be able to utilize their

state assessments until 2020. CAEP will work with states through this

transition. Over time, a program may develop a reliable, valid model that uses

admissions criteria other than those stated in this standard. In this case,

the admitted cohort group mean on these criteria must meet or exceed the

standard that has been shown to positively correlate with measures of P-

12 student learning and development.

The provider demonstrates that the standard for high academic

achievement and ability is met through multiple evaluations and sources

of evidence. The provider reports the mean and standard deviation for the

group.

Additional Selectivity Factors

3.3 Educator preparation providers establish and monitor attributes and

dispositions beyond academic ability that candidates must demonstrate at

admissions and during the program. The provider selects criteria,

describes the measures used and evidence of the reliability and validity of

those measures, and reports data that show how the academic and non-

academic factors predict candidate performance in the program and

effective teaching.

Selectivity During Preparation

3.4 The provider creates criteria for program progression and monitors

candidates’ advancement from admissions through completion. All

candidates demonstrate the ability to teach to college- and career-ready

standards. Providers present multiple forms of evidence to indicate

candidates’ developing content knowledge, pedagogical content

knowledge, pedagogical skills, and the integration of technology in all of

these domains.

Selection at Completion

50

3.5 Before the provider recommends any completing candidate for licensure

or certification, it documents that the candidate has reached a high

standard for content knowledge in the fields where certification is sought

and can teach effectively with positive impacts on P-12 student learning

and development.

3.6 Before the provider recommends any completing candidate for licensure

or certification, it documents that the candidate understands the

expectations of the profession, including codes of ethics, professional

standards of practice, and relevant laws and policies. CAEP monitors the

development of measures that assess candidates’ success and revises

standards in light of new results.

Standard 4: Program Impact

The provider demonstrates the impact of its completers on P-12 student learning and

development, classroom instruction, and schools, and the satisfaction of its completers

with the relevance and effectiveness of their preparation.

Impact on P-12 Student Learning and Development

4.1 The provider documents, using-multiple measures, that program

completers contribute to an expected level of student-learning

growth. Multiple measures shall include all available growth

measures (including value-added measures, student-growth

percentiles, and student learning and development objectives)

required by the state for its teachers and available to educator

preparation providers, other state-supported P-12 impact measures,

and any other measures employed by the provider.

Indicators of Teaching Effectiveness

4.2 The provider demonstrates, through structured and validated observation

instruments and student surveys, that completers effectively apply the

professional knowledge, skills, and dispositions that the preparation

experiences were designed to achieve.

Satisfaction of Employers

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4.3 The provider demonstrates, using measures that result in valid and reliable

data and including employment milestones such as promotion and

retention, that employers are satisfied with the completers’ preparation for

their assigned responsibilities in working with P-12 students.

Satisfaction of Completers

4.4 The provider demonstrates, using measure that result in valid and reliable

data, that program completers perceive their preparation as relevant to the

responsibilities they confront on the job, and that the preparation was

effective.

Standard 5: Provider Quality Assurance and Continuous Improvement

The provider maintains a quality assurance system comprised of valid data from multiple

measures, including evidence of candidates’ and completers’ positive impact of P-12

student learning and development. The provider supports continuous improvement that

is sustained and evidence-based, and that evaluates the effectiveness of its completers.

The provider uses the results of inquiry and data collection to establish priorities,

enhance program elements and capacity, and test innovations to improve completers’

impact on P-12 student learning and development.

Quality and Strategic Evaluation

5.1 The provider’s quality assurance system is comprised of multiple

measures that can monitor candidate progress, completer achievements,

and provider operational effectiveness. Evidence demonstrates that the

provider satisfies all CAEP standards.

5.2 The provider’s quality assurance system relies on relevant, verifiable,

representative, cumulative and actionable measures, and produces

empirical evidence that interpretations of data are valid and consistent

Continuous Improvement

5.3 The provider demonstrates, using measures that result in valid and reliable

data and including employment milestones such as promotion and

retention, that employers are satisfied with the completers’ preparation for

their assigned responsibilities in working with P-12 students.

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5.4 Measures of completer impact, including available outcome data on P-12

student growth, are summarized, externally benchmarked, analyzed,

shared widely, and acted upon in decision-making related to programs,

resource allocation, and future direction.

5.5 The provider assures that appropriate stakeholders, including alumni,

employers, practitioners, school and community partners, and others

defined by the provider, are involved in program evaluation,

improvement, and identification of models of excellence. CAEP Commission Recommendation to the CAEP Board of Directors

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Interstate New Teacher Assessment and Support Consortium Standards

Longwood University College of Education and Human Services supports the primary

goal of Interstate New Teacher Assessment and Support Consortium Standards

(INTASC) which is to reform the licensing, preparation and Professional development of

teachers. The Standards are:

Standard 1: Content Pedagogy

He or she must understand the central concept and structure of discipline must be created

in such a way that students can learn from it effectively.

Standard 2: Student Development

The teacher must be able to understand the student’s ability to grasp things and must

come up with the methods that can offer better personality development of the students.

Standard 3: Diverse Learners

The teacher must know that the students have different capabilities of learning and

based on that must train them.

Standard 4: Multiple Instructional Strategies

The teacher must be able to understand use a variety of instructional strategies so that

they are able to solve problems, think critically and show better performance.

Standard 5: Management and Motivation

The teacher must be able to understand individuals and create a learning environment to

encourage positive social interactions, self-motivation and active learning engagement.

Standard 6: Technology and Communication

The teacher should use verbal, non-verbal and media communication to impart

knowledge in the students for their better understanding of the subject matter.

Standard 7: Planning

It is highly recommended that the teacher must be able to plan various things for students

such as curriculum, community and students and knowledge of subject matter.

Standard 8: Assessment

The teacher assesses the students formally or informally to evaluate the social,

intellectual and physical development of the students.

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Standard 9: Reflective Practice: Professional Development

The teacher is considered as a reflective practitioner who can evaluate the effects of the

choices and actions on others and prepares students to face world professionally as well.

Standard 10: School and Community Involvement

The last standard of INTASC standards is to develop the relationship amongst students,

colleagues, society, parents and various other agencies to support learning and wellbeing.

Adapted from http://www.ccsso.org/Resources/Programs/Interstate_Teacher_Assessment_Consortium_(InTASC).html

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Longwood University’s Conceptual Framework Standards

CF STANDARD I: Content Knowledge

Longwood University (LU) Educational Professionals possess an extensive working

knowledge of the content of their profession and are able to deliver or assist in delivery of

content in a manner that is consistent with best professional practices and that positively

impacts student learning.

CF STANDARD II: Planning

LU Education Professionals possess the ability to develop individual and group outcomes

using appropriate techniques, strategies, technology, and available resources to meet state

standards, other educational goals, and student needs.

CF STANDARD III: Learning Climate

LU Education Professionals are able to create for all students a positive and supportive

environment that is conducive to learning, developmentally appropriate, and encourages

mutual cooperation and respect.

CF STANDARD IV: Implementation/Management

LU Education Professionals design and use effective strategies that motivate students to

have high expectations while encouraging critical thinking and creative problem solving.

CF STANDARD V: Evaluation/Assessment

LU Education Professionals use a variety of appropriate appraisal and evaluation

methods to assess student learning and growth and to evaluate and improve on their

professional practices.

CF STANDARD VI: Communication

LU Education Professionals possess the ability to communicate in a variety of contexts

and with a variety of audiences, including students, parents, colleagues, and

administrators, and value such communication as a means to provide opportunities for all

students to grow and develop to their fullest potential.

CF STANDARD VII: Technology

LU Education Professionals utilize appropriate media, technology, and available

resources for planning and implementing instruction, assessing and communicating

learning results, and engaging students in instruction.

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CF STANDARD VIII: Diversity

LU Education Professionals value diversity as an opportunity to enhance the learning of

all students. They are deliberate in using what each child brings to the learning situation

and facilitating learning experiences crafted to each student’s learning needs. They also

challenge students to reflect upon and transform their own beliefs about a diverse society

as well as to challenge stereotypes and negative assumptions about diverse cultures,

languages, economic resources, and abilities.

CF STANDARD IX: Professional Dispositions

LU Education Professionals demonstrate dispositions associated with the profession by

their valuing of learning, personal integrity, diversity, collaboration, and professionalism.