Know what is expected of the intern. The expectations of the intern are carefully outlined in the training manual and will be supplemented in the orientation given by the university supervisor during the initial visit.
Become familiar with the intern’s educational background.
Develop a long-range teaching schedule in conjunction with the university supervisor, to gradually guide the intern into teaching responsibilities. Overall, this involves a course of action throughout the Internship 2 semester, which helps the intern prepare for his/her own responsibilities. The schedule may need revision as the semester progresses. Provide the intern and university supervisor with a tentative copy updating it throughout the semester as revisions occur.
Make certain that the intern is adequately prepared for class instruction. Interns should be told when their lesson plans are due to the CT to allow time for checking and providing feedback. Plans may be initialed by the clinical teacher to indicate approval. Feedback is essential! Clinical teachers should refuse to allow interns to teach unless plans are approved in advance.
Observe the intern and provide feedback on his/her progress in between visits from the university supervisor. Feedback can be given verbally, compiled in a plus/delta format, written in the form of a development plan, collected using the new progress report format, or organized in any convenient format. A signed copy of written documentation should be kept on file. If the intern’s progress is weak, discuss the feedback with the intern, have him/her sign and date the written suggestions, and make copies for both of you to file. Remember the saying: “If it isn’t written down, it didn’t happen!” When interns have written suggestions to reflect upon, they are often more successful. Please notify the university supervisor immediately with any concerns.
Establish regular times for conferences with the intern to provide feedback and assistance. Work to develop the intern’s teaching personality rather than create your own carbon copy. Suggest viable alternatives in addition to, “This is the way I do it.” Begin conferences by commending the intern’s strong points and seek to assist the intern in self-appraisal and reflection. Keep a record of conferences for documentation purposes. Use the coaching model and crucial conversations often, so the intern will be able to self-assess and enhance weak skills.
Do remember the intern is a pre-service teacher and should not be evaluated as an in-service teacher.
Be in the classroom the optimal amount of time necessary to assure the most successful supervised educational experience for the intern. Lead up to leaving the intern alone in the classroom with periodic absences at different times. This will help ease the intern into “soloing” and will allow the clinical teacher to come and go without the class reacting each time. Observations and feedback are crucial during the time the intern is in charge of half/whole day instruction especially if there are major behavioral issues with a student or the classroom. During Internship 2 the clinical teacher should be present in the classroom 90% of the time. Co-teaching placements require the intern (s) and clinical teacher to both be in the classroom assisting with instruction.
Discuss the intern’s progress with the university supervisor on a regular basis. Hold three way conferences after each observation if at all possible, as that is most effective. Preparation of the progress reports and final evaluation are prepared jointly with the university supervisor. The supervisor will enter this information into the intern’s Taskstream account. Please call the university supervisor or the Office of Clinical Experiences regarding any concern. Note: In the event that the clinical teacher and the university supervisor do not agree on the intern’s performance, the teacher may submit information in writing for the Office of Clinical Experiences to place in the intern’s folder. East Carolina University Clinical Teacher & University Supervisor Handbook 52
Assist the intern with the development of his/her required work (signature assessments and electronic evidences).
Assist the intern in planning observation and participation activities, if appropriate, in other subject areas, at other grade levels, and in related extracurricular activities.
Complete Feedback Survey Form by the due date in Taskstream.
Sign the Certification of Teaching Capacity Form and indicate whether or not the intern has met all standards. The university supervisor will discuss the ratings on this form with the clinical teacher toward the end of the internship. University supervisors receive these forms from the Office of Educator Preparation. The form must be completed and signed by the clinical teacher, university supervisor and the intern, and then forwarded to the superintendent or designee of the Local Education Agency. The designee signs the form and returns it to the Office of Educator Preparation at East Carolina University. After the student gives a check for the licensure fee to the Office of Educator Preparation and their success of the internship is verified, the form will be submitted to NCDPI. The intern must have a successful clinical experience (grade of C or better) to quality for a North Carolina teaching licensure. MAT students must receive an internship grade of B or better to be recommended for licensure.