Cooperating/Mentor Clinical Teacher Handbook
2019-2020
CI 4613: Clinical Teaching
CI 4716: Clinical Teaching
CI 4923: Internship in Education
EC-6 Core Subjects
EC-6 Core Subjects + Bilingual
EC-6 Core Subjects + ESL
Cooperating/Mentor Clinical Teacher Handbook 2019-2020
The University of Texas at San Antonio - July 2019
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TABLE OF CONTENTS
Page
Letter from Director of Clinical Teaching ……………………...…………….. 3
1. COEHD Framework……………………………………………………. 4
-Benchmark Course Key Assignment……………………………………… 11
2. Fitness to Teach Policy…………………..……………………………. 15
3. Adherence to School District Requirements ………………………… 15
-Accidents at School……………………………………………………………. 16
4. Active Shooter Training ……………………………………………….. 17
5. Liability Insurance ………………………………………………………. 17
6. Dealing with Conflict …………………………………………………… 17
7. Removal of a Clinical Teacher ………………………………………… 18
8. Clinical Teacher Compensation ………………………………………. 18
9. FERPA …………………………………………………………………… 18
10.
Teacher Educator Standards………………………………………….. 19
11.
Roles and Responsibilities of APiPS/Clinical Supervisors…………. 20
12.
Responsibilities of Mentor Teachers …………………………………. 21
12.1 Bi-monthly Progress Report……………………………………………… 23
12.2 CTESS Summative Evaluation of Clinical Teacher ………………….....23
12.3 Performance Assessment ……………………………………………….. 23
12.4 Informal Observations …………………………………………............... 24
12.5 Role of Mentor Teacher …………………………………………………. 24
12.6 Expectations of Mentor Teacher………………………………………… 25
13.
Compensation Day for Mentor Teachers …………………………….. 25
14.
Continuing Professional Education Credit for MentorTeacher……… 26
15.
Responsibilities and Expectations of Clinical Teachers…………….. 27
A. UTSA Teacher Certification Requirements………………….............. 29
B. Certification and Licensure Requirements…………………………… 29
C. Professionalism…………………………………………………………. 29
D. Walk-throughs Observations ………………………………………….. 30
E. CTESS Evaluation/POP Cycles ………………………………………. 30
F. Personal Portfolio ………………………………………………………. 31
G. Year-long clinical teaching calendar/Timeline……………………….. 31
H. Clinical Teaching Log ………………………………………………….. 31
I. Required Assignments …………………………………………........... 31
-Texas Behavior Support Initiative Training………………….. …………… 31
-Bullying Prevention Online Course…………………………………………. 32
- Your Mental Health First Aid………………………………………………...32
16. Chapter 22.051 Civil Immunity………………………………………… 33
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17. Clinical Teacher Absenteeism……………………………………………. 34
17.1 Attendance Policy ………………………………………………….. 34
18. Clinical Teacher Evaluation During Clinical Teaching…………………. 34
19. C & I Assignments…………………………………………………………. 35
20. Performance Assessment Cycles and Walkthroughs………………….. 36
20.1 Expectations for POP Cycles ………………………………………. 36
21. Campus Survey ………………………………………………………….... 38
22. Reflection of Field Experience …………………………………………… 40
23. Clinical Teacher TExES Information……………………………………… 41
23.1 TExES and Certification……………………………………………… 42
24. Request for Letter of Verification………………………………………….. 45
25. Applying for your Certificate……………………………………………….. 46
26. Clinical Teacher Information Form ……………………………………….. 48
27. My Story Autobiography Assignment…………………………………….. 49
28. Portfolio………………………………………………………………………..51
Appendices
A. Terms and Definitions …………………………………………………….. 54
B. Co-teaching Strategy Definitions and Examples …………………........ 56
C. CTESS Evaluation Forms………………………………………………… 57
-Walkthrough Form
-Observation Scripting Form/Performance Assessment
-Mentor Teacher Progress Report
-Summative Form
-Performance Support Plan (PSP)
D. Clinical Teaching Log……………………………………………………. 57
E. Websites……………………………………………………………………58
F. Contact Information……………………………………………………… 59
G. Clinical Teacher Signature Page……………………………...……….. 60
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Letter from Interim Director of Clinical Teaching
To Mentor Teachers:
The College of Education and Human Development at the University of Texas at San
Antonio is pleased to welcome you to the team of teacher educator professionals who will
contribute to the development of future teachers.
Taking on the task of guiding a clinical teacher through those first real experiences in the
classroom is a mixed blessing. While it is a benefit to have a pre-professional to assist in
working with your students, a substantial amount of time and effort is required of you in
helping your clinical teacher to become a successful member of our profession. Our
university faculty and staff are prepared to assist you in this endeavor. If you encounter
problems or simply have questions concerning your clinical teacher or the program,
please contact the university clinical teacher supervisor as soon as a concern arises.
It is our sincere hope that as you share your knowledge and experience with a prospective
teacher, you too will gain new insights and confidence in your chosen profession.
To Clinical Teachers:
Welcome to what will be the most exciting and challenging time of your
educational experience!
As you embark on this new venture, you will be guided by your mentor teacher and your
university clinical teacher supervisor whose prime interest is seeing that you have a
successful experience and develop into a competent and confident professional teacher.
Many opportunities for learning, trial and error, and growth will be made available to you
during this time. We encourage you to take advantage of these opportunities, to see your
missteps not as failures, but as learning experiences, and to feel satisfaction in your
growing competence.
We hope that you, your mentor teacher, your university clinical teacher supervisor, and
all university faculty and staff will be proud of you as you enter the profession you have
chosen.
Sincerely,
Lorena Claeys
Lorena Claeys, Ph.D.
Interim Director of Clinical Teaching andExecutive Director of the Academy for Teacher
Excellence
The University of Texas at San Antonio
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1. UTSA College of Education and Human Development
Conceptual Framework
UTSA and its College of Education and Human Development (COEHD), as a
Hispanic-thriving, urban-serving institution, are uniquely positioned to influence
the educational system within the San Antonio area and beyond. Dr. DelliCarpini clearly
articulates her vision for the COEHD to become a premier Urban serving College of
Education and Human Development and a demonstration site whose core mission is to
partner with community organizations, health and human development organizations,
and K-12 school districts within the city and region to develop effective systems
through collaborative, mutually beneficial partnerships that prepare our students to
become “inclusive, transformative leaders guided by principles of community, integrity,
equity, excellence, diversity, scholarship and service” (UTSA COEHD Mission
Statement).
At present there are seven departments: Bicultural-Bilingual Studies; Counseling;
Educational Leadership and Policy Studies; Educational Psychology; Health,
Kinesiology, and Nutrition; Interdisciplinary Learning, and Teaching; and Race,
Ethnicity, Gender, and Sexuality Studies. The COEHD is accredited by the Southern
Association of Colleges and Schools and has national and state accredited programs
(see Appendix A - Accreditation: Educator Certifications & Professional
Licensures).
The College of Education and Human Development is situated within a historical,
multilingual, and multicultural city that makes the San Antonio area unique, vibrant, and
representative of the demographic shift that is occurring throughout the United States.
Using a theory of change framework, we identified the assets that exist within our
community while we considered the college’s sphere of influence and responsibility for
graduating educators and professionals who will serve our city, our state, and our
country. To arrive at our conceptual framework and subsequent candidate proficiencies,
we asked faculty, students, and other stakeholders to provide key terms of what they
considered distinct characteristics/traits of educators and professionals.
As a result, to best represent our college and prepare graduates who are uniquely
positioned to be transformative agents, we embraced the metaphor of the river to
capture the essence of our conceptual framework and candidate proficiencies. The San
Antonio River, with its ebbs and flows, is symbolic of cultural history and transformation
as depicted in Carmen Tafolla’s poem excerpt and in Antonio Salazar’s drawing about
the San Antonio River:
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This River Here
This river here
is full of me and mine.
This river here
is full of you and yours.
And right here we stand,
washing clean our memories,
baptizing our hearts,
gathering past and present,
dancing to the flow
we find
right here
or maybe—
a little farther
down.
In the subsequent paragraphs, we will provide an overview of our theoretical lens that
grounds our conceptual framework and guides the development of our candidate
proficiencies. We also will discuss the alignment between our conceptual framework
and the college’s diversity stance. Then, we will define and describe our overarching
theme and candidate proficiencies.
Social Justice Theoretical Lens
As COEHD faculty, we are grounded in a social justice transformative lens. We believe
that all individuals—our faculty, students, alumni, and those who we engage and serve
should be treated in an equitable manner that ensures attainment of goals. Social
justice requires that educators and professionals critically examine power, privilege, and
oppression within classrooms, institutions, personal relationships, or systems that
maintain and/or promote social inequity. Further, a social justice transformative lens
requires that educators and professionals have the commitment and courage to attend
to the pernicious inequities that exist while enacting in ways that create opportunities for
social change (Flores, Claeys, & Gist, 2018; Hackman, 2005; Nieto, 2012). We also
believe in democratic principles that ensure participation of all constituents within the
university and the communities we serve.
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Alignment with COEHD Diversity Mission Statement
Our social justice theoretical lens is aligned with our COEHD Diversity Stance. The
UTSA College of Human Development is committed to diversity which may include
socioeconomic background, ethnicity, race, religion, sexual orientation, gender identity,
age disability, veteran status, nationality, and intellectual perspective. As a College, we
embrace diversity in the recruitment and retention of scholars, researchers, highly
skilled and dedicated staff, and talented students from all communities. Diversity and
inclusiveness are a core strength and an essential element of our public service mission
and contribute to academic and professional excellence. At UTSA, we believe that the
time has come to move from a philosophical discussion to identifying practices that can
radically change the way educators and professionals are prepared, how they are
inducted, mentored, and professionalized in the field, and how we can aggressively and
positively impact our schools, community agencies, and other systems.
Overarching Theme: Culturally Efficacious Agents of Change
Aligned with the UTSA principles of integrity and professionalism, and the COEHD’s
diversity stance, culturally efficacious educators as agents of change are
knowledgeable, community-based, and professional. Grounded in a social justice and
transformative theoretical framework, culturally efficacious educators demonstrate
strong disciplinary knowledge and critical praxis, personal and professional identities,
self-determination, sociocultural competence, efficacy, critical reflexivity (Flores, Clark,
Claeys, & Villarreal, 2007; Flores, Claeys, & Gist, 2018), and sustain the community’s
knowledge and ways of being. In order to transform our practices and ensure a common
understanding, we define and operationalize candidate proficiencies in the subsequent
section. In doing so explicitly, we are providing our candidates with opportunities for
self-empowerment.
Candidate Proficiencies: Knowledgeable, Community-Based, and Professional
Knowledgeable
Definition. For students in the COEHD, being knowledgeable about their disciplinary
area means that they have a demonstrable understanding of the concepts, skills, and
dispositions in their respective disciplines. Being a knowledgeable graduate includes
conceptual and practical aspects related to comprehension of the concepts, skills, and
dispositions and its application in a wide variety of settings. All students in the COEHD
will be active practitioners in their related fields of study. Thus, classroom, lab, and field
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work will help to engage COEHD students to strengthen and create new bridges
between knowledge and application.
There are four areas of being knowledgeable that relate to the COEHD Conceptual
Framework: equity, partnerships, technology, and disciplinary theories, concepts, skills,
and dispositions through critical praxis and application in the field.
How is the Knowledgeable Competency enacted by our Candidates and Graduates?
(a) Demonstrating Knowledge of Equity: COEHD students and alumni demonstrate a
breadth and depth of issues regarding (in)equity in schools, communities, and clinics.
As COEHD students progress through their respective programs, they will consider the
ways in which students have (or do not have equitable) access, opportunity, and
resources to help their students and clients thrive and succeed in the future. COEHD
students seek opportunities to dismantle issues of inequity. COEHD students and
alumni adopt a culturally efficacious, culturally sustaining stance towards teaching,
learning, and success that promotes individual strengths and collective goals.
(b) Demonstrating Knowledge of Partnerships: COEHD students and alumni
demonstrate a knowledge of partnerships that span multiple settings and serve multiple
purposes. Such partnerships include those based in the community, school, clinic, and
other informal settings that support their future work. Building on the premise that
teachers, administrators, counselors, and others cannot do their work without creating,
maintaining, and strengthening partnerships, COEHD students seek those partnerships
as a part of their practice. A strategic goal of the COEHD and UTSA is to connect with
the greater San Antonio community.
(c) Demonstrating Knowledge of Technology: COEHD students and alumni demonstrate
a knowledge of technology that includes the appropriate application of this technology to
serve their work, students, and communities. It is critical for students to engage in
learning technologies to remain current with the latest applications in their respective
fields. Such knowledge is necessary so that our graduates can apply it in their own
classrooms. COEHD students and alumni judiciously use safety and privacy features
that protect one’s personal information.
(d) Demonstrating Disciplinary Theories, Concepts, Skills, and Dispositions through
Praxis and Application: COEHD students and alumni demonstrate a knowledge of the
theories, concepts, skills, and dispositions that exemplify critical praxis and application
of those ideas. It is important for students to demonstrate such knowledge from theory
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into practice. COEHD students and alumni are responsible for knowledge production in
each of their related areas of study. This includes knowledge of the skills and
dispositions as outlined in the Texas standards for education professionals.
Community-Based Definition.
As COEHD faculty, we are grounded in community. We are a people with common
learning and growth development interests and diverse characteristics residing in an
academic community made-up of faculty, students, staff, and alumni. We support the
continued development of all with whom we share community with a vision toward
inclusiveness. Diversity and inclusiveness are a core strength and are essential
elements of our public service mission that contribute to academic and professional
excellence.
We understand that community is based on shared values. We advocate for diversity
which may include socioeconomic background, religion, sexual orientation, gender
identity, age, disability, veteran status, nationality, race, ethnicity, and intellectual
perspectives. As a College, we recognize the importance of sustaining the heritage of
communities while also embracing their continued development. We will prepare
diverse community-based professionals who are highly skilled scholars, researchers,
educators, and administrators.
How is the Community-Based Competency enacted by our Candidates and Graduates?
Construct 1: Community-building. Candidates demonstrate active engagement and
skills in the development and sustainment of communities.
(a) Demonstrating a Community-Based Philosophy: The College of Education and
Human Development prepares diverse professionals for the development and
sustainment of a variety of communities, including their own. This will be observed
through student feedback after completing field-based experiences within area
communities and leadership roles assumed. We believe in a culturally-sustaining
community approach to the preparation of professionals who are dedicated to
appreciating and enriching their communities of origin and other expanded systems. We
are preparing professionals to be culturally efficacious in sustaining the knowledge and
wisdom of our community from the perspective of scholarship and the community
(Boyer, 1990). Students’ professional development as culturally efficacious leaders will
be observed through advanced practicum experiences with diverse communities and
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internship experiences. Skills will include active listening, collaborative community
building skills; and language and values that affirm and encourage participation.
(b) Demonstration of Observable Community Skills: Community skills include: the
adaptation and application of professional knowledge and skills to identify and meet
community needs; and the ability to recognize and utilize community assets as
foundations for the development and sustainment of communities, and the ability to
effectively communicate with community stake holders using community-inclusive
language. Community skills also include the use of strength-based language and
collaborative problem solving.
Construct 2: Community-Based Leadership.
Candidates demonstrate active community engagement and focus on the development
of leadership as found in communities. Community leadership grounds candidates in
authentic connections between the students they serve and the neighborhoods and
communities in which these students live (Khalifa, 2016). This fosters trust between
schools and homes that support strong community relationships.
(a) Engaged in community: Involved in local professional organizations that offer skill
development to meet community needs;
(b) Progression of leadership development: Provides a personal growth plan that
demonstrates/showcases community leadership development within diverse settings
and communities.
In this way, candidates can practice collaborative leadership through strategic actions in
schools by all stakeholders (Hallinger & Heck, 2010). Candidates become active
participants in collaborative decision-making that impacts student development and/or
program effectiveness.
Professional
Definition. The third characteristic is professional. Professional builds on the community-
based and knowledgeable competencies. Professionals apply knowledge gained
through inquiry in and outside of the classroom. Professionals are problem-solvers
dedicated to act to improve practice across diverse community-based settings. Three
areas of professional skill and disposition most relevant to the COEHD Conceptual
Framework include: (a) strong professional identity, (b) integrity, and (c) collaborative
leadership. We provide further enumeration about each of the following areas.
How is the Professional competency enacted by our candidates and graduates?
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(a) Strong professional identity. Developing UTSA COEHD educators should see
themselves as part of a community dedicated to both their field and discipline. This
community is where professionals gain much of their practical knowledge and self-
efficacy to enact change. UTSA and COEHD foster this professional identity through
participation in coursework, experiential learning opportunities, student clubs, and
participating in a variety of COEHD sponsored programs and events such as peer
mentoring and guest lectures. Professional identity is further developed through
modeling and membership in aligned state and national educational organizations.
(b) Integrity. COEHD educators embody integrity through ethical practice, honesty, and
patience. Developing integrity as part of students’ professional identity begins through
modeling this trait in the broader COEHD community by faculty and staff. Modeling
integrity includes transparency of decision making that reflects ethical practice. COEHD
community members must be critically reflective and supportive within interactions with
colleagues and students. Patience is important for developing trusting and meaningful
relationships to promote and foster integrity as a professional trait throughout the
community. COEHD students are held to the highest standard with regards to academic
honesty within coursework. Students not demonstrating integrity through academic
honesty are subject to evaluation of fitness to teach.
(c) Collaborative leadership. Collaborative leadership fostered in COEHD builds on at
least three foundational principles. First, collaborative leaders build relationships and
develop a trusted network of colleagues that reflect multiple levels of responsibility and
points of view. Second, COEHD educators develop the ability to manage and resolve
conflicts through a positive and constructive process. Finally, COEHD student leaders
share control through transparent and open communication and shared decision
making.
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Benchmark Courses and Key Assignment/Portfolio
To ensure that our candidates and graduates become culturally efficacious agents of
change who are knowledgeable, community-based, and professional, we have selected
a benchmark course in each of our program areas in which the key assignment is a
component of a portfolio:
Undergraduate Benchmark Courses:
C&I 4613/6 Clinical Teaching
C&I 4923/6 Internship in Education
[Graduate Courses Omitted]
The key assignment for the clinical teaching program will require candidates and
graduates to document their proficiency in each of the areas by responding to the
following prompt:
Critically reflect:
How do you demonstrate that you are a culturally efficacious agent of change
who is knowledgeable, community-based, and professional?
The clinical teaching portfolio will include responses to this prompt via a written essay, a
differentiated lesson plan with instructional materials, and sample artifacts collected
over the residency experience. The complete portfolio should include the items listed in
the Clinical Teaching Portfolio, and will be assessed using the competency rubrics
shown on the following pages.
Knowledgeable: Every candidate in the program demonstrates knowledge of equity,
partnerships, technology, and disciplinary theories, concepts, skills, and dispositions
through critical praxis and application as relevant to their field and program of study.
Domain
Program
demonstrates that
candidate
approaches
competency
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Demonstrating
Knowledge of
Equity
Programs do not
support candidates to
have a complete or
consistent knowledge
base about equity
with respect to their
fields.
Demonstrating
Knowledge of
Partnerships
Programs do not
support candidates to
have a complete or
consistent knowledge
base about
partnerships with
respect to their fields.
Demonstrating
Knowledge of
Technology
Programs do not
support candidates to
have a complete or
consistent knowledge
base about
technology with
respect to their fields.
Demonstrating
Disciplinary
Theories,
Concepts, Skills,
and Dispositions
through Praxis
and Application
Programs do not
support candidates to
have a complete or
consistent knowledge
base about
disciplinary theories,
concepts, skills, and
dispositions through
praxis and application
with respect to their
fields.
Community-Based: Every COEHD candidate/graduate will be able to demonstrate
skills in community building and community leadership.
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Domain
Program demonstrates
that candidate exceeds
competency
Program
demonstrates that
candidate meets
competency
Program
demonstrates that
candidate
approaches
competency
Community
Building
Program supports
candidates’ development
in employing all aspects
of a community-based
philosophy; employs
active listening and
observable language that
affirms community
building and participation
Program supports
candidates’
development of
some aspects of
active listening and
some
observable language
used in building /
affirming community
Program supports
candidates’
development of one
aspect of observable
community building
(e.g., active listening)
Community-
Based
Leadership
Program supports
candidates’ proficiency in
aspects of community
engagement and
community membership;
Program supports
candidates’ development
of a personal growth plan
that explicitly highlights
areas of achievement
and professional
development in working
with diverse communities
Program supports
candidates in
developing
proficiency in one
aspect of community
membership and
with developmental
growth plans that
explicitly highlight
areas of community-
based leadership
Program supports
candidates in the
development of
proficiency in at least
one aspect of being an
engaged community
membership working
with a community
leader
Program supports
candidates in the
development of a
personal growth plan
that implicitly highlights
areas of achievement
or development as
community-based
leaders
Professional: Every COEHD candidate/graduate demonstrates appropriate
professional dispositions in a field-based or clinical experience as evidenced through
professional identity, integrity, and collaborative leadership.
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Domain
Program
demonstrates that
candidate exceeds
competency
Program
demonstrates that
candidate meets
competency
Program
demonstrates that
candidate
approaches
competency
Professional
Identity
Programs are
proficient in supporting
professional identity
development and
involvement with
opportunities across
multiple domains,
including professional
organizations and
student organizations.
Programs are
proficient in supporting
professional identity
development and
involvement with
opportunities across
one domain, including
professional
organizations and
student organizations.
Programs approach
proficiency in
supporting professional
identity development
and involvement with
opportunities across
one domain, including
professional
organizations and
student organizations.
Integrity
Programs are
proficient in
demonstrating
systemically with
multiple measurable
assessments (i.e.
through fitness to
teach) that candidates
embody ethical
practice, honesty, and
patience.
Programs are
proficient in
demonstrating
systemically with a
measurable
assessment (i.e.
through fitness to
teach) that candidates
embody ethical
practice, honesty, and
patience.
Programs approach
proficiency in
demonstrating through
a measurable
assessment (i.e.
through fitness to
teach) that candidates
embody ethical
practice, honesty, and
patience.
Collaborative
Leadership
Programs are
proficient in supporting
collaborative
leadership across
multiple domains of
skill building and
practice, including
open communication,
transparency, shared
decision making, and
conflict resolution.
Programs are
proficient in supporting
collaborative
leadership across one
domain of skill building
and practice, including
open communication,
transparency, shared
decision making, and
conflict resolution.
Programs approach
proficiency in
supporting
collaborative
leadership across one
domain of skill building
and practice, including
open communication,
transparency, shared
decision making, and
conflict resolution.
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2. Fitness to Teach
UTSA Handbook of Operating Procedures, 5.17 Student Fitness for Professional
Practice Policy
The University of Texas at San Antonio (UTSA) is committed to admitting and retaining
students who meet the highest professional expectations of the professions they wish to
enter. Each student is responsible for knowing and complying with the provisions of the
Regents' Rules and Regulations, Rule 50101, the policies of UTSA, and the
requirements and rules of the College and the academic program (program) in which
the student is enrolled. (For the complete policy see:
http://www.utsa.edu/hop/chapter5/5-17.html)
In accordance with UTSA’s HOP § 5.17, “Student Fitness for Professional Practice”
(above), the College of Education and Human Development (COEHD) adopts the
following as its Fitness to Teach policy. (For the complete policy see:
http://education.utsa.edu/certification_program/fitness_to_teach_policy/)
3. Adherence to School District Requirements
Email Addresses
a. Clinical teacher supervisors will communicate with Clinical Teachers through the
clinical teacher’s preferred email address. CTESS Forms will be sent to the clinical
teacher’s preferred email account. Clinical Teachers should regularly check their
preferred email account for communication from their clinical supervisor, the University
Career Center, and other UTSA offices.
b. Clinical Teachers are advised to use care when listing ‘casual’ email addresses
with school district personnel. Some email addresses create unfavorable reactions and
should not be used for professional correspondence.
Social Networking Sites
a. Clinical Teachers must exercise extreme caution with social networking sites such
as Facebook and Instagram. Photographs and comments on such sites occasionally give
unflattering impressions. Clinical Teachers should restrict access to their own sites and
under no circumstances should clinical teachers allow their students access to their
social networking site. Clinical Teachers should not communicate with their students on
social networking sites.
b. It should be assumed that the information published on a social networking site will
be examined by school district personnel officers prior to hiring a new teacher.
c. UTSA clinical teacher supervisors reserve the right to examine clinical teachers’
social networking sites.
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Dress Code
a. Clinical Teachers are perceived to be professionals in the schools and
consequently, their dress should reflect professional standards.
b. Clinical Teachers should follow school district dress and grooming guidelines as
reflected in student and employee handbooks and should follow district guidelines while
at school and while attending school related events.
Telephones
a. Clinical Teachers should be aware of the impression that their outgoing phone
messages leave. Because school district personnel and clinical teacher supervisors
occasionally call Clinical Teachers, unprofessional phone ringtones/messages should
be changed during the clinical teaching year/semester.
b. Cell phones are to be turned off during the day while Clinical Teachers are in
their school placement or in UTSA classes/seminars.
ACCIDENTS AT SCHOOL
In the event of an accident or injury occurring at school or at school related events, the
Clinical Teacher should follow this procedure:
1. Notify the school nurse as soon as possible after the accident or injury occurs.
2. Notify the mentor teacher and clinical teacher supervisor as soon as possible
after the accident or injury occurs.
3. In emergencies, the rule of prudent judgment should apply.
4. Clinical teachers are not employees of their assigned school districts.
Therefore, clinical teachers are not eligible for Workers’ Compensation in case of
accidents at school.
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4. Active Shooter Training
While UTSA provides active shooter training to all UTSA students, we do not offer specific
school district active shooter training to our Clinical Teachers. It is important to understand
that each school district has specific plans and since UTSA works with 22 different
districts, it would be impossible to simulate the district plans in our curriculum. Clinical
Teachers should request access to their assigned school district’s websites, resources,
and/or video training at the beginning of their campus placement.
5. Liability Insurance
The University of Texas at San Antonio does not provide pre-service teachers with
liability insurance. It is strongly recommended that pre-service teachers purchase
liability insurance coverage from professional organizations such as ATPE, TCTA, or
others.
6. Dealing with Conflict
Occasionally Clinical Teachers and mentor teachers have conflicts or
misunderstandings about issues in the classroom. Decisions
about managing student behavior, writing lesson plans, or teaching lessons may cause
disagreements. The following discussion is offered to minimize misunderstandings and
maximize professional dialogue between Clinical Teachers and their Mentor Teacher.
Basic Understandings:
a. Clinical Teachers are guests in the classrooms of their Mentor Teachers and
therefore should follow the Mentor Teacher’s lead and suggestions.
b. Communicating on a regular basis about classroom issues will lessen the
likelihood of conflict and will encourage professional dialogue. Clinical Teachers and
Mentor Teachers are strongly encouraged to establish a specific time each week to
communicate about classroom issues and to make every effort to adhere to their
established meeting time.
c. Airing differences of opinion as they become apparent is encouraged. Simply
hoping that areas of conflict will go away is rarely an effective strategy.
Periodically, clinical teachers and mentor teachers need assistance in sorting out
differences of opinion. The following problem solving steps are suggested:
a. During the regularly scheduled weekly communication time, discuss the problem.
b. Use active listening skills to understand the other person’s perceptions. Try to
restate, paraphrase and summarize what the other person has said.
c. Focus on work issues and leave personalities out of the discussion.
d. Listen with empathy and see the conflict from the other person’s point of view.
e. Brainstorm possible solutions and be open to all ideas.
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f. Decide on a solution and put the solution into practice.
g. Discussion should be calm, courteous, and professional.
If a solution cannot be agreed upon or if there is continuing conflict, please contact the
clinical teacher supervisor. The clinical teacher supervisor may suggest a three-way
conference or meeting to help negotiate a solution to the problem.
7. Removal of a Clinical Teacher from his/her placement
The Clinical Teaching program is a cooperative relationship between UTSA, school
districts, schools, mentor teachers, and clinical teachers. A Clinical Teacher is a guest in
the classroom of his/her Mentor Teacher and should behave as such. Occasionally
circumstances warrant the removal of a Clinical Teacher from his/her placement.
Reasons for removal from a clinical teaching placement include, but are not limited to:
excessive absences from school placement, university courses, or UTSA seminars,
unprofessional conduct by the clinical teacher toward school personnel or students, or
failure by the clinical teacher to establish a satisfactory level of performance in the
classroom.
If a Clinical Teacher is removed from his/her placement, a Fitness to Teach conference
will be held with the Clinical Teacher, the university clinical teacher supervisor, and the
director of clinical teaching. Options for the Clinical Teacher will be explored during the
conference.
8. Clinical Teacher Compensation
Policy: Unless previously approved by the Director of Clinical Teaching, during the
clinical teaching semester, Clinical Teachers can not accept employment from the
school district. After the clinical teaching experience has been completed, Clinical
Teachers are eligible for employment in any position for which they are qualified.
9. Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR
Part 99) is a Federal law that protects the privacy of student education records. The law
applies to all schools that receive funds under an applicable program of the U.S.
Department of Education. FERPA gives parents certain rights with respect to their
children's education records. These rights transfer to the student when he or she
reaches the age of 18 or attends a school beyond the high school level. Students to
whom the rights have transferred are "eligible students."
●
Parents or eligible students have the right to inspect and review the student's
education records maintained by the school. Schools are not required to provide copies
of records unless, for reasons such as great distance, it is impossible for parents or
eligible students to review the records. Schools may charge a fee for copies.
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●
Parents or eligible students have the right to request that a school correct
records which they believe to be inaccurate or misleading. If the school decides not to
amend the record, the parent or eligible student then has the right to a formal hearing.
After the hearing, if the school still decides not to amend the record, the parent or
eligible student has the right to place a statement with the record setting forth his or her
view about the contested information.
●
Generally, schools must have written permission from the parent or eligible
student in order to release any information from a student's education record. However,
FERPA allows schools to disclose those records, without consent, to the following
parties or under the following conditions (34 CFR § 99.31):
o
School officials with legitimate educational interest;
o
Other schools to which a student is transferring;
o
Specified officials for audit or evaluation purposes;
o
Appropriate parties in connection with financial aid to a student;
o
Organizations conducting certain studies for or on behalf of the school;
o
Accrediting organizations;
o
To comply with a judicial order or lawfully issued subpoena;
o
Appropriate officials in cases of health and safety emergencies; and
o
State and local authorities, within a juvenile justice system, pursuant to specific
State law.
Schools may disclose, without consent, "directory" information such as a student's
name, address, telephone number, date and place of birth, honors and awards, and
dates of attendance. However, schools must tell parents and eligible students about
directory information and allow parents and eligible students a reasonable amount of
time to request that the school not disclose directory information about them. Schools
must notify parents and eligible students annually of their rights under FERPA. The
actual means of notification (special letter, inclusion in a PTA bulletin, student
handbook, or newspaper article) is left to the discretion of each school.
http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html: Captured June 6, 2011.
10. Teacher Educator Standards
STANDARDS FOR TEACHER EDUCATORS- THE ASSOCIATION OF TEACHER
EDUCATORS
https://ate1.org/resources/Documents/Standards/Teacher%20Educator%20Standards%20-%20Jan%202018.pd
STANDARDS FOR FIELD EXPERIENCES IN TEACHER EDUCATION-THE
ASSOCIATION OF TEACHER EDUCATORS
https://ate1.org/resources/Documents/Standards/Revised%20ATE%20Field%20Experience%20StandardsII.pdf
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11. Roles and Responsibilities
Assistant Professors in Practice (APiPs)/ Clinical Teacher
Supervisors
All clinical teaching program courses are taught by UTSA College of Education and
Human Development (COEHD) Assistant Professors in Practice (APiPs), Clinical
Supervisors, or other faculty. All APiPs have multiple years of experience in their
content area of instruction and working in the field of teacher preparation. In their role as
clinical supervisors, APiPS and faculty are responsible for adapting UTSA course
materials, field experiences, and clinical teaching experiences to meet with the core
components of UTSA’s coursework that aligns with the Educator Preparation Program.
In addition to their faculty role, APiPs are also instructional coaches and mentors. APiPs
guide teacher candidates on how to prepare and deliver lessons, they model effective
strategies, and provide individual feedback on course assignments and activities in a
multitude of formats - such as holding face-to-face and online meetings and providing
additional resources and supplementary materials.
APiPs and/or clinical teacher supervisor are responsible for providing feedback on
observed informal walk-throughs of the clinical teacher four times per semester (NOTE:
number of walk-throughs are dependent on the clinical teaching model/program CT is
following such as: semester only clinical teaching or year-long clinical teaching).
APiPS/Clinical teacher supervisors also provide formal evaluations of clinical teaching
using the Clinical Teacher Evaluation and Support System (CTESS) two times per
semester, and include pre- and post- conferences (POP cycles) regarding observations
no later than 48 hours prior to or following any formal observations (NOTE: CTs in
semester ONLY clinical teaching will be evaluated 3 times using the CTESS).
CTESS Forms link is available in Appendix C.
APiPs/Clinical teacher supervisors also provide a formal Summative Assessment of the
Clinical Teacher’s performance no later than one week prior to the end of each
semester during their clinical teaching. Summative Form link is available in Appendix C.
As liaison representing the College of Education and Human Development, the APiP or
clinical teacher supervisor will observe, evaluate, and confer with each Clinical Teacher
and Mentor Teacher. This collegial team facilitates the planning, implementation, and
evaluation of experiences that will increase the professional competence of the Clinical
Teacher.
Responsibilities of the APiP/clinical teacher supervisor include:
1. Conducting 4 CTESS/POP cycles evaluations during the clinical teaching year-
long experience (NOTE: Number of CTESS/POP cycles may vary depending on
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model/program Clinical Teacher is following, please check with your clinical
teacher supervisor).
2. Providing specific objective feedback on lesson plans, observations and other
assignments.
3. Conferencing with the Clinical Teacher before and after each observed lesson, at
the midway point in the semester as needed, and at the end of the semester.
4. Communicating with the Mentor Teacher to provide orientation at the beginning of
the semester and on a continuing basis throughout the semester.
5. Conducting regularly scheduled seminars.
A. Assignment to an Assistant Professor in Practice (APiP) or Clinical Teacher
Supervisor
One of the most important ways clinical teachers will be supported during their
preparation as a teacher will be through the work of the APiP/Clinical teacher supervisor
that will be assigned to supervise, coach, and evaluate the Clinical Teacher during the
field placement.
A clinical teacher supervisor will be assigned to a block of Clinical Teachers. This
arrangement will enable the supervisor to understand the Clinical Teacher’s goals and
recognize strengths and weaknesses related to instructional competency and
professionalism, and then assist the Clinical Teacher to develop and excel in these
important dimensions. Along with your Mentor Teacher, the clinical teacher supervisor
will be the person best positioned to provide recommendations when seeking a position
as a teacher. The clinical teacher supervisor will actively promote Clinical Teacher
positions in partner districts – on the condition that the Clinical Teacher has satisfied the
expectations of the Educator Preparation program at UTSA.
The clinical teacher supervisor will also be the Clinical Teacher’s primary point of
contact for communication about the Educator Preparation Program, and the point of
contact for the Mentor Teacher. To the extent possible, all communication will flow
through the clinical teacher supervisor.
12. Responsibilities of Mentor Teachers
PREPARATION
1. Read UTSA Clinical Teacher-Mentor Teacher Handbook and, with the clinical
teacher, review Mentor Teacher Orientation Vodcast Presentation on
COEHD website:
http://education.utsa.edu/clinical_teaching/cooperating_teacher_information/
2. Prepare students to receive Clinical Teacher as a professional co-worker.
3. Provide a desk or work area, class seating chart, and class schedule for the
Clinical Teacher.
PHASE ONE: ORIENTATION
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1. Familiarize Clinical Teacher with school staff.
2. Acquaint Clinical Teacher with fire drill, active shooter, and other safety
procedures.
3. Arrange opportunities for the Clinical Teacher to manage such daily
responsibilities as attendance reports, lunch count, and so forth.
4. Allow the Clinical Teacher to assist individuals and groups in math, reading, etc.
5. Guide the Clinical Teacher in selecting and reading material aloud to children.
6. With the Clinical Teacher, set up a schedule for the gradual assumption of
teaching responsibilities.
7. Hold daily conferences to give assistance in planning, evaluating, and guiding the
Clinical Teacher. While addressing areas of concern, remember to stress positive
aspects.
8. Acquaint Clinical Teacher with location of materials and supplies, offer training in
the use of school computers and technology.
9. Begin informal observations and offer verbal feedback.
PHASE TWO: GRADUAL INDUCTION
1. Supervise and guide the Clinical Teacher as he/she plans and teaches his/her
lessons. Approve the Clinical Teacher’s lesson plans before they are taught with date
and your signature.
2. Guide the Clinical Teacher in appropriate strategies for maintaining effective
discipline.
3. Encourage the Clinical Teacher to try out creative and imaginative methods and
allow the opportunity for trial and error under your supervision.
4. Provide the Clinical Teacher with continuing and specific feedback, verbally and
in writing.
5. Include the Clinical Teacher in professional and/or other required meetings such
as faculty meetings, family engagement events, literacy nights, other teacher meetings
and PTA.
6. Complete bi-monthly Mentor Progress Reports (online) of Clinical Teacher.
Mentor Teacher is also encouraged to script and provide feedback of Formal CTESS
Observations conducted by the APiP and/or supervisor of the Clinical Teacher.
PHASE THREE: SHARING THE ROLE OF THE MENTOR TEACHER
1. Maintain regular communication with the Clinical Teacher and the clinical
supervisor.
2. When appropriate allow the Clinical Teacher to observe and participate in parent
conferences and ARD meetings.
3. Provide opportunities for teaching experiences in content areas, and require the
Clinical Teacher to assist in evaluating students’ work.
* NOTE
Throughout the semester, please contact the clinical teacher supervisor immediately
about any questions or concerns regarding Clinical Teacher skills, behavior or
professionalism.
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OBSERVATIONS OF THE CLINICAL TEACHER BY THE MENTOR TEACHER
The following forms will be done by the Mentor Teacher:
1. Bi-monthly Mentor Progress Reports of Clinical Teacher (online)
2. CTESS Summative Evaluation forms (at end of each semester)
12.1 Bi-monthly Mentor Progress Report: The Mentor Teacher will do an online
form every two weeks to monitor the clinical teacher’s progress. Mentor teachers
provide the Clinical Teachers with a Progress Report (online) bi-monthly
based on lesson planning, professionalism and teaching. Prior to providing the
progress reports, the mentor teacher collaborates with the clinical teacher regarding
his/her performance and any growth noted during the two week period. The mentor
teacher and clinical teacher also collaborate on an action plan as part of the next steps
that the clinical teacher will work to and demonstrate continuous improvement in the two
weeks following the progress report sessions.
12.2 CTESS Summative Evaluation of the Clinical Teacher: These summative
forms will be completed in advance of the final week with the Clinical Teacher and
reviewed with him/her at the end of each semester.
A. At the completion of the Clinical Teacher’s formal CTESS observation (POP
cycle) per semester, which are conducted by the APiP/Clinical teacher supervisor, the
Mentor Teacher will prepare a Summative Evaluation (ONE per semester) and discuss
with the clinical teacher all of their areas of strength and growth based on any
informal/formal observations, notes, bi-monthly progress reports, day to day co-teaching
and teaching, and any feedback received by the APiP/clinical teacher supervisor.
B. Mentor Teachers will also include an action plan with action steps outlined for the
clinical teacher in the areas needing improvement based on suggestions from the
APiP/clinical teacher supervisor and their Summative Evaluation in order to help CT
improve in their first year of professional teaching. See Summative Form link in
Appendix C.
C. The Summative Form will be done at the end of each semester: 1 Fall and 1
Spring. (NOTE: Clinical Teachers doing semester ONLY clinical teaching will have
1 summative evaluation done at the end of the placement by the Mentor Teacher).
12.3 Performance Assessment: The Mentor Teacher is encouraged to co-observe
during the clinical teacher’s Performance Assessment (CTESS evaluation) with the
APiP/Clinical Teacher Supervisor and may script notes. The APiP/Clinical teacher
supervisor may debrief shortly with MT after the Performance Assessment.
Mentor Teachers are expected to provide information and feedback directly to the
clinical teacher throughout the clinical teaching experience. They also assist the
APiPs/clinical teacher supervisor by providing their scripting notes and observation
feedback notes on the formal Clinical Teacher Evaluation and Support (CTESS)
observations, which are modelled in a number of ways after the Texas Teacher and
Evaluation and Support System (T-TESS) evaluations.
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12. 4 Informal observations will also be done by the Mentor Teacher and should
begin as soon as the Clinical Teacher begins to teach. These observations serve as
valuable formative tools. Informal observations can be done on plain paper and simply
consist of notes made during the observation. As soon as possible after the lesson,
discuss strengths and areas for growth. Informal observations should continue
throughout the school year.
12.5 ROLE OF MENTOR TEACHERS
Mentor Teachers are expected to provide information directly to the Clinical Teacher
throughout the semester-only clinical teaching or year-long clinical teaching experience
and particularly through three phases of the CTESS Evaluation process, which is
modelled in a number of ways after the T-TESS model of Teacher observations and
includes –Formal Pre- Observations, Observations and Post- Observation or POP
cycle. Mentor Teachers also provide an end of the semester Summative Evaluation of
the Clinical Teacher.
During the clinical teaching experience, clinical teachers are assigned a Mentor
Teacher, defined by TEA as “an educator who is collaboratively assigned by the
educator preparation program (EPP) and campus administrator; who has at least three
years of teaching experience; who is an accomplished educator as shown by student
learning; who has completed mentor teacher training, including training in how to coach
and mentor teacher candidates, by the EPP within three weeks of being assigned to a
clinical teacher; who is currently certified in the certification category for the clinical
teaching assignment for which the clinical teacher candidate is seeking certification;
who guides, assists, and supports the candidate during the candidate's clinical teaching
in areas such as planning, classroom management, instruction, assessment, working
with parents, obtaining materials, district policies; and who reports the candidate's
progress to that candidate's field supervisor.”
Upon arrival to campus, the Mentor Teacher provides the Clinical Teacher with relevant
information to help the Clinical Teacher understand the learning context and student
needs for instruction. This may include a brief statement of their teaching philosophy
and information about their classroom context such as classroom demographics
(number of students, English language proficiency levels, Individual Education Plans,
Gifted/Talented), curriculum scope and sequence, lesson plans, and available
classroom resources (technology, materials, textbooks).
Before the Clinical Teacher delivers their first lesson, the Mentor Teacher will provide
oral and/or written feedback regarding the content of the lesson plan, and if it sufficiently
meets the needs of the learners and required curriculum content.
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After instruction and at the conclusion of the campus experience Mentor Teachers
provide written feedback that addresses the Clinical Teacher’s performance and their
overall professionalism while at the campus.
12.6 Expectations of a Mentor Teacher
Prior to their field placement in early and later blocks, the clinical teacher supervisor will
meet/contact the Mentor Teacher via email, phone conference, or face-to-face to clearly
outline the expectations associated with being a Mentor Teacher, and the expectations
that a Clinical Teacher has in the field placement. The following information is
communicated to the Mentor Teacher and is available for reference in the Handbook.
Mentor Teachers are expected to:
• Work collaboratively with Clinical Teachers to plan, deliver, and assess
instruction using the co-teaching model consistent with the Clinical Teacher progress
through the teacher education program
• With the assistance of the clinical teacher supervisor, guide improvement of the
Clinical Teacher instructional competency and professionalism
• Attend Mentor Teacher trainings conducted by the APiP or clinical teacher
supervisor during the semester
• Consult informally with the APiP or clinical teacher supervisor about clinical
teacher’s progress during walk-throughs or as necessary
• Complete a bi-monthly progress report online concerning the performance of the
Clinical Teacher
• Complete a CTESS Summative form of the Clinical Teacher at the end of each
semester
13. COMPENSATION DAY FOR MENTOR TEACHERS
Mentor Teachers play a vital role in preparing Clinical Teachers to achieve certification
and begin their professional careers in public schools. A Compensation Day is offered
as an acknowledgement of the service the Mentor Teacher provides.
If the school/district approves, the Compensation Day may be taken during the last two
weeks of the clinical teaching semester/year. The Clinical Teacher will be the substitute
teacher but will receive no pay for this substitute day. The Compensation Day should not
be scheduled for a day that the Clinical Teacher will be in a seminar or in class at UTSA.
UTSA does not provide a form since many campuses/districts have their own procedures.
Some districts have a printed form that must be signed by the mentor teacher, the Clinical
Teacher, and the clinical teacher supervisor. Other districts require only verbal approval
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from the Mentor Teacher and the clinical teacher supervisor. Whatever format the
campus/district uses, this notice serves as documentation for university approval.
Contact the clinical teacher supervisor if you have any questions.
NOTE: Except for the Compensation Day, Clinical Teachers should not be used as unpaid
substitute teachers. If a Mentor Teacher is going to be absent, a substitute teacher should
be present in the classroom.
14. CONTINUING PROFESSIONAL EDUCATION CREDIT FOR MENTOR
TEACHERS
The Texas Education Agency (TEA) requires that educators with Standard Certificates
accrue Continuing Professional Education (CPE) hours in order to renew Standard
Certificates. Serving as a cooperating teacher may count toward 30% of the required
clock hours to renew a certificate.
As a provider of CPE, UTSA’s College of Education and Human Development will
provide each mentor teacher, via email, with a certificate indicating a total of 20 clock
hours per semester served as a mentor teacher. The mentor teacher may repeat the
experience one time for an additional 20 clock hours if he/she serves as a mentor
teacher during an additional semester. The maximum number of CPE hours that may
be earned by serving as a mentor teacher for a UTSA clinical teacher is 40 hours.
It is expected that Mentor teachers for UTSA Clinical Teachers will do the
following:
● During the first two weeks of the placement, review the Mentor Teacher
Orientation Vodcast with their Clinical Teacher and sign an Affidavit to that effect
● Review the UTSA Clinical Teacher-Mentor Teacher Handbook and both Mentor
Teacher and Clinical Teacher will receive a certificate of completion
● Schedule weekly communication sessions with their Clinical Teacher in order to
discuss student issues and lesson plans, and school/grade level/team procedures and
expectations
● Formally and informally evaluate their Clinical Teacher’s performance and
conference regularly with their Clinical Teacher about his/her performance in the
classroom
● Communicate regularly with the clinical teacher supervisor
Registration for this CPE is not required and no fee is charged.
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15. RESPONSIBILITIES and EXPECTATIONS OF CLINICAL
TEACHERS
!
The UTSA COEHD prepares Clinical Teachers to be culturally efficacious agents of
change who are knowledgeable, community-based, and professional educators.
Culturally efficacious educators demonstrate strong disciplinary knowledge and critical
praxis, personal and professional identities, self-determination, sociocultural
competence, efficacy, critical reflexivity and sustain the community’s knowledge and
ways of being.
EXPECTATIONS OF CLINICAL TEACHERS:
1. To maintain responsibility for communicating changes in schedules, absences,
and other special needs with the university clinical teacher supervisor and Mentor
Teacher.
2. To be punctual in attendance on assigned campus according to the Mentor
Teacher, university clinical teacher supervisor, and school district policies.
3. Maintain confidential information received about students and families.
4. To become aware of and plan for individual differences among the children.
5. To be fair, impartial, and consistent in working with children.
6. To solicit and welcome constructive suggestions and incorporate them in
subsequent planning and teaching.
7. To handle routine discipline problems, using a variety of classroom management
methods; Clinical Teachers will not administer corporal punishment.
8 To be readily available to attend professional meetings, in-service programs,
and evening activities sponsored by the school system.
9. All Clinical Teachers must develop a plan/schedule for making up any absences,
which will be dependent upon supervisor notification and approval.
10. All Clinical Teachers will be expected to undergo formal CTESS evaluations
(POP cycles with Residency, Year-long, and Semester Only Clinical Teachers);
walkthroughs; bi-monthly Mentor Progress Reports, and end-of-semester summatives
by both the Mentor Teacher and clinical teacher supervisor.
11. Clinical teachers will have access to TALC (Teacher Academy Learning
Community), which is a platform provided by Academy for Teacher Excellence to
students in the Educator Preparation Program for attaining/borrowing educational
resources.
12.
Clinical Teachers will be able to participate in Culturally Efficacious research
presentation, inquiry and/or publication each semester (will be provided with list of
possible venues such as: UTSA Residency poster session, TexTESOL, TexLER, SBI,
UG/G Research symposium, etc.) with the support of the APiP or clinical teacher
supervisor.
PREPARATION
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1. Attend all required seminars and read UTSA Clinical Teacher-Mentor Teacher
Handbook.
2. Complete My Story Autobiography and send electronically to Mentor Teacher and
clinical teacher supervisor.
3. Review Clinical Teacher TExES responsibilities
4. Attend Campus/School orientations
5. Submit signed Indemnification form and other required paperwork
6. Review Fitness to Teach Policy
PHASE ONE: ORIENTATION
1. Meet Mentor Teacher, students, principal, and school staff.
2. Become acquainted with fire drill, active shooter, and other safety procedures.
3. Help with daily routines in the classroom.
4. Carefully observe Mentor Teacher’s lessons and analyze them.
5. Observe children’s behaviors and how the Mentor Teacher deals with classroom
behavior and discipline problems.
6. Complete Clinical Teacher Information page.
7. Complete Campus Survey.
PHASE TWO: PLANNING FOR THE ACTUAL CLINICAL TEACHING EXPERIENCE
1. Assist individuals and groups in math, reading, etc.
2. Develop lesson plans with Mentor Teacher and have them approved by Mentor
Teacher by Friday the week before the lessons are taught.
3. Confer at least once a week with Mentor Teacher for guidance and suggestions in
planning and evaluating lessons.
4. Have a substitute folder available that the Mentor Teacher or others can use in
case you are out.
4. Complete Key Assignment Lesson Plan and submit it in Blackboard.
5. Implement suggestions and recommendations given by the Mentor Teacher and
the university clinical teacher supervisor.
6. Continue work on Professional Portfolio.
PHASE THREE: SHARING THE ROLE OF THE PROFESSIONAL TEACHER
1. Plan and teach independently in each content area during clinical year, for the
required time/days, trying out and testing creative and imaginative ideas, activities, and
materials.
2. At the close of the Clinical Teaching period, Clinical Teachers should gradually
return subject area responsibilities to the Mentor Teacher.
3. Attend at least one parent-teacher conference or ARD meeting.
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4. Learn to complete required forms accurately.
5. Help to evaluate children’s work.
6. Manage classroom routines.
7. Demonstrate effective professional teaching skills.
8. Complete Reflection of Field Experiences assignment
A. UTSA Teacher Certification Requirements
All Clinical Teachers must demonstrate a clear criminal history record and follow the
Texas Code of Ethics and Standard Practices for Texas Educators. Please see link
for detailed description of each standard:
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=
&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2
B. Certification and Licensure Requirements
Clinical Teachers completing their Certification and Licensure Programs in UTSA’s
COEHD must follow the Conceptual Framework Outcomes. There are 12 outcomes and
they include: Outcome 1: Knowledge of subject, Outcome 2: Knowledge of Pedagogy,
Outcome 3: Sustained intellectual curiosity, Outcome 4: Global understandings,
Outcome 5: Culturally efficacious teaching skills, Outcome 6: Equity-based planning
skills, Outcome 7: Knowledge and use of assessment, Outcome 8: Management skills,
Outcome 9: Social justice advocate, Outcome 10: Professional collaborator, Outcome
11: Informed reflective problem-solver and decision-maker, Outcome 12: Caring,
confident, educator. Each Outcome has unique expectations.
C. Professionalism
All Clinical Teachers are expected to conduct themselves in a professional manner and
this includes: professional dress, complete and submit all course assignments in a
timely manner, maintain consistent open communication with mentor teachers, and
adhere to each school district’s Acceptable Use Policy.
Clinical Teachers will develop lesson plans according to the expectations/requirements
for each course/instructor; students must be fully prepared to conduct the required
number of CTESS formal evaluations as determined by the model/program per
semester; engage in reflection; students will also use the Swivl technology to record and
upload some of their lessons throughout the semester dependent upon equipment
availability; any video which includes incidental footage of children will be kept secure
(unlisted); all equipment is provided by UTSA and is the responsibility of the student;
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students will also complete inventories/surveys as part of the different clinical teaching
course/models as part of data collection.
C.1 Communication with Mentor Teacher: Clinical Teachers must maintain
professional, open and consistent communication with their mentor teacher as they
prepare for the campus visit, micro-teach lesson, and overall classroom experiences.
Clinical Teachers are expected to make attempts (as necessary) to communicate with
their mentor teacher regarding their instruction. The residency program liaison, APiP
and/or the clinical teacher supervisor should be copied on all correspondence with the
mentor teacher
D. Walk-through Observations
All Clinical Teachers are expected to participate in a minimum of four (4) walk–
through observations per semester. These walk-throughs will be scheduled during
specified weeks in the UTSA Calendar, however, Clinical Teachers are to be prepared
week by week in order to be observed through these informal walk-through
observations, which are between 10 to 15 minutes in duration. The APiP/clinical
teacher supervisor will provide a Walk-Through Observation Form advising the Clinical
Teacher of his/her teaching within 48 hours of the walk-through. NOTE: Walk-through
observations of Clinical Teachers are dependent on the clinical teaching model/program
student is following (e.g. semester only, year-long, etc.). Please refer to your clinical
teacher supervisor for more information regarding walk-throughs.
E. CTESS Evaluations/POP Cycles
All Clinical Teachers are expected to participate in two formal observations
(CTESS/POP cycle) per semester that will be conducted by the APiP/clinical teacher
supervisor during the clinical year. (NOTE: Clinical Teachers doing their clinical
teaching in one semester ONLY will get three formal observations). These formal
observations consist of a Pre-Observation Conference, Observation, and Post-
Observation Conference (POP) Cycles using the CTESS rubric to guide the
evaluations. In addition, all Clinical Teachers will receive two formal summative
evaluations at the end of each semester given by both the Mentor Teacher and
clinical teacher supervisor. The summative evaluations will be prepared using the
Mentor Teacher Progress Reports, (in)formal walk-through observations, and the POP
cycle evaluations.
E.1 Performance Support Plan
In the event that further support is necessary to enable the Clinical Teacher’s
professional learning growth and success, a Performance Support Plan (PSP) will be
co-developed between the APiP/Clinical teacher supervisor and the Clinical Teacher.
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E.2 Supplemental Performance Assessment
A supplemental performance assessment (2.5 and/or 4.5) is reserved for Clinical
Teachers scoring below minimum expectations on performance assessments #2 and/or
#4. Scoring outcomes of this supplemental performance assessment must result in
achievement of minimum performance expectations noted in the clinical teaching
syllabus in order to continue in the clinical teaching course and program. NOTE: Clinical
Teachers in the semester only clinical teaching will receive three performance
assessments and based on clinical teacher supervisor’s evaluation, a fourth
CTESS/Performance Assessment might be necessary due to unsatisfactory
performance on prior PAs.
Note: A second, UTSA trained CTESS evaluator will INDEPENDENTLY score a
supplemental performance assessment in addition to the APiP/Clinical teacher
supervisor’s scoring. Continued inability to display required performance proficiency
levels will result in failing (removal from) the clinical teaching course and dismissal from
the teacher certification program.
F. Personal Portfolio
All Clinical Teachers must complete and maintain a personal portfolio to emphasize,
measure and support the skills and knowledge that all teachers need from Day 1 in the
classroom.
G. Year-long Clinical Teaching Calendar/Timeline for Assuming Teaching
Responsibilities (PLEASE CHECK WITH INDIVIDUAL C&I COURSE INSTRUCTOR
and/or CLINICAL TEACHER SUPERVISOR)
H. Clinical Teaching Log: Clinical Teachers are responsible for maintaining an
accurate record of their clinical teaching field experience hours. They are also
responsible for maintaining an accurate field log that will be signed weekly by the
Mentor Teacher(s) and initialed by the course APiP and/or clinical teacher supervisor.
See sample form link in Appendix D.
I.REQUIRED ASSIGNMENTS:
All Clinical Teachers are required to complete all the following sessions:
• Texas Behavior Support Initiative Training (“TBSI”) Online Course. This is a four-
hour on-line training. Find it here: https://www.escweb.net/tx_esc_04/. Find instructions
for registering for this on- line course on the clinical teaching website:
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http://education.utsa.edu/clinical_teaching. Click on ‘Student Section’ and look for
‘Directions for Accessing TBSI Training’.
When you have completed the training and passed the quiz, print the Certificate of
Completion. Keep a copy for your files and turn in one copy to your university clinical
teacher supervisor.
• Bullying Prevention Online Course. This is a one hour, eight-minute on-line training.
Find it here: https://www.stopbullying.gov. Find instructions for registering for this on-line
course on the clinical teaching website: http://education.utsa.edu/clinical_teaching. Click
on ‘Student Section’ and look for ‘Directions for Accessing Bullying Prevention Training’.
When you have completed the training and passed the quiz, print the Certificate of
Completion. Keep a copy for your files and turn in one copy to your university clinical
teacher supervisor.
• Youth Mental Health First Aid. You must register for this eight-hour face-to-face
session. Find it here: https://www.eventbrite.com/o/the-center-for-health-care-services-
12943405017.
Determine if using the code TEACH still applies to receive free tuition.
Because the Youth Mental Health sessions fill up early, you may have to wait until the
Fall semester to complete this requirement.
Please note: Be advised that the training will begin promptly at 8:00 am and will
continue until 5:00 pm. Late-comers will not be allowed admittance and will be required
to reschedule for another session. There will be a short lunch break. You may want to
bring a sack lunch and drink.
When you have completed the training, you will receive a Certificate of Completion.
Keep a copy for your files and turn in one copy to your university clinical teacher
supervisor.
Check the clinical teaching website: http://education.utsa.edu/clinical_teaching/ for
updates about clinical teaching.
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LEGAL STATUS OF THE STUDENT TEACHER
TEXAS EDUCATION CODE-CHAPTER 22-SCHOOL DISTRICT EMPLOYEES AND VOLUNTEERS
16. Chapter 22.051 Subchapter B: Civil Immunity
DEFINITION; OTHER IMMUNITY. (a) In this subchapter, “professional employee of a
school district” includes:
(1) a superintendent, principal, teacher, including a substitute teacher, supervisor, social worker,
counselor, nurse, and teacher’s aide employed by a school district;
(2) a teacher employed by a company that contracts with a school district to provide the
teacher’s services to the district;
(3) a student in an education preparation program participating in a field experience or
internship;
(4) a school bus driver certified in accordance with standards and qualifications adopted by
the Department of Public Safety of the State of Texas;
(5) a member of the board of trustees of an independent school district; and
(6) any other person employed by a school district whose employment requires certification
and the exercise of discretion.
(b)The statutory immunity provided by this subchapter is in addition to and does not preempt the
common law doctrine of official and governmental immunity.
Added by Acts 2003, 78
th
Leg., ch.204, sect. 15.01, eff. Sept.1, 2003; Acts 2003, 78
th
Leg., ch.
1197, sect. 1, eff. Sept. 1, 2003.
Section 22.0511. IMMUNITY FROM LIABILITY. (a) A professional employee of a school
district is not personally liable for any act that is incident to or within the scope of the duties of
the employee’s position of employment and that involves the exercise of judgment or discretion
on the part of the employee, except in circumstances in which a professional employee uses
excessive force in the discipline of students or negligence resulting in bodily injury to students.
(b) This section does not apply to the operation, use, or maintenance of any motor vehicle.
(c) In addition to the immunity provided under this section and under other provisions of state
law, an individual is entitled to any immunity and any other protections afforded under the Paul
D. Coverdell Teacher Protection Act of 2001 (20 U.S.C. Section 6731 et seq.), as amended.
Nothing in this subsection shall be construed to limit or abridge any immunity or protection
afforded an individual under state law. For purposes of this subsection, “individual” includes a
person who provides services to private schools, to the extent provided by federal law.
Added by Acts 1995, 74
th
Leg., ch. 260, sect. 1, effective May 30, 1995. Renumbered from sect.
22.051 and amended by Acts 2003, 78
th
Leg., ch 1197, sect. 1, eff. Sept. 1, 2003.
Please note: Student Teachers from the University of Texas at San Antonio receive no pay
during their student teaching experience.
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17. CLINICAL TEACHER ABSENTEEISM
Regular attendance is required and the Clinical Teacher is expected to be in attendance
at his/her school placement or at UTSA for seminars conducted by the clinical teacher
supervisor.
The UTSA Clinical Teaching Log sheet is to be completed each day showing time in and
out of school. The Log Sheet should be signed daily by the Mentor Teacher. At the end
of the semester, both the Clinical Teacher and Mentor Teacher should sign and date the
Log Sheet and the Clinical Teacher should turn the Log Sheet in to the clinical teacher
supervisor for inclusion in the Clinical Teacher’s file.
Job Interviews are allowed during the clinical teaching semester, however, notification
and approval by the clinical teaching supervisor must be obtained prior to the interview.
Every effort should be made to arrange the interview for after school hours.
Per TEA requirements, Clinical Teachers must accrue 70 days on their campus
placements. Arrangements must be made to make up any additional loss of time at the
end of the scheduled clinical teaching period.
If it is necessary for the Clinical Teacher to be absent for one or several days during the
clinical teaching experience, the Clinical Teacher is required to do the following:
1. Telephone the assigned school as soon as possible and report the absence to the
school secretary, or inform him/her the day before the absence.
2. Inform or telephone the Mentor Teacher of the absence immediately.
3. Inform the clinical teacher supervisor of the absence.
4. In emergency cases, the rule of prudent judgment should apply, including
emergencies that may occur during the school day.
5. Time missed from school must be made up at the end of the semester, if the
total days in attendance does not equal 70 days, per TEA requirements.
17.1 Attendance Policy and Documentation
Monitoring Attendance in the Field Placement
Clinical Teacher must report to, attend, and participate fully in all field placement
activities, including maintaining the schedule set at the beginning of the semester with
the clinical teacher supervisor and mentor teacher. Clinical Teachers are responsible for
maintaining an accurate record of their attendance. Clinical Teacher attendance will be
monitored by the clinical teacher supervisor through the use of the field log, feedback
from the Mentor Teacher, and Walk-through data.
18. Clinical Teacher Evaluation During Clinical Teaching
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Co-Teaching During Clinical Teaching
UTSA has adopted a co-teaching model for the field experiences (see Appendix B). Clinical Teachers are
required to be actively engaged in as many of the elements of the classroom as is possible from the very
beginning. Clinical Teachers should assume greater responsibilities commensurate with their experience
as a student teacher as outlined below.
Before the beginning of classes in the school year, the clinical teacher supervisor will meet with Mentor
Teachers to review the Educator Preparation Program at UTSA, expectations for the Mentor Teacher,
procedures for contacting the clinical teacher supervisor, role of the clinical teacher supervisor, and
expectations for Clinical Teachers regarding C&I assignments and co-teaching.
Suggested Co-teach Implementation Schedule for Elementary
Weeks
Co-Teaching Strategies
Minimum Clinical Teacher Responsibilities
1-4
• One teach | one observe
• One teach | one assist
• Alternative teaching
• Assume partial responsibility for leading classroom
routines (e.g., attendance, bell work, dismissal)
• Co-plan and lead small group activities
5-9
• Above as well as
• Station teaching
• Parallel teaching
• Team teaching
• Co-plan and lead in one subject area or class period
10-15
• Any co-teaching strategy
appropriate for the subject area or
classroom setting
• Co-plan and lead in two subject areas or class
periods
16-20
• Any co-teaching strategy
appropriate for the subject area or
classroom setting
• Co-plan and lead in three subject areas or class
periods
21-30 and
beyond
• Any co-teaching strategy
appropriate for the subject area or
classroom setting
•
• Co-plan and lead all subject areas or class periods
Suggested Co-teach Implementation Schedule for Secondary classrooms
Weeks
Co-Teaching Strategies
Minimum Clinical Teacher Responsibilities
1-4
• One teach | one observe
• One teach | one assist
• Alternative teaching
• Assume partial responsibility for leading classroom
routines (e.g., attendance, bell work, dismissal)
• Co-plan and lead small group activities
• and lead in two subject area or class period
5-9
• Above as well as
• Station teaching
• Parallel teaching
• Team teaching
• Co-plan and lead in three subject areas or class
periods
10-15
• Any co-teaching strategy
appropriate for the subject
area/classroom
• Co-plan and lead all subject areas or class periods
19. C&I Assignments
Curriculum and Instruction (C&I) assignments provide opportunities for Clinical Teachers to learn about
effective instructional strategies and practices from the UTSA instructors, see those strategies modeled in
the college class, practice those strategies within the college class, and then apply those strategies with
students in P-12 classrooms. As part of the assignment, the Clinical Teacher will use technology to video
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capture the teaching experience while exhibiting the strategies targeted by the particular C&I assignment,
review the video, and share the video (on the Swivl website) for peer and instructor evaluation. Capturing
of teaching experience and/or CTESS evaluations using Swivl technology is recommended based
on availability of equipment to Clinical Teachers and clinical teacher supervisors.
Evaluation and grading of Curriculum & Instruction assignments will take place within the context of UTSA
courses, but progress toward proficiency during courses does have an impact on successful completion
of clinical teaching. Students who consistently complete, self-evaluate and improve instructional
competencies, including record keeping and management, will be eligible to complete the year-long
clinical or semester clinical teaching.
20. Performance Assessment Cycle and Walkthroughs
Clinical Teachers are formally evaluated four times (NOTE: This is dependent on model/program clinical
teacher is following) per year by the clinical teacher supervisor using the Performance Assessment Cycle.
Bi-monthly Mentor Progress Report, Surveys completed by the Mentor Teacher, and walk-throughs (see
Appendix C) completed by the clinical teacher supervisor, are formative assessments used to support the
Clinical Teacher’s growth in overall teaching performance between Performance Assessments. For
Clinical Teachers doing the semester ONLY clinical teaching they will get: 3 POP cycles, walk-throughs
dependent on the clinical teaching model/program CT is following, and 2 Summatives forms completed by
both the Mentor Teacher and clinical teacher supervisor at the end of the semester.
Logistical requirements. The Clinical Teacher will ensure the following:
• Clinical Teacher conducts the Performance Assessment (PA)=POP cycle within the windows
designated for each cycle (NOTE: Please see your specific clinical teaching course syllabus and/or
clinical teacher supervisor’s calendar).
• Clinical Teacher uploads video to the Swivl site within 24 hours of the PA observations. (NOTE:
Capturing of teaching experience and/or CTESS evaluation using Swivl technology is recommended
based on availability of equipment to Clinical Teachers and clinical teacher supervisors).
20.1 Expectations for the POP cycle.
The Clinical Teacher will
a) Schedule with the clinical teacher supervisor (1) the pre-conference, (2) the formal observation
and (3) post-conference (48 hours following instruction) during the “Performance Assessment (PA)
window.”
b) Create lesson plans for each Performance Assessment, and then submit to the clinical teacher
supervisor (and Mentor Teacher, if required) at least 48 hours prior to the PA. Begin the CTESS
observation form, if required, using information from the prepared lesson plan.
c) Attend a pre-conference lesson review with the clinical teacher supervisor at least 48 hours in
advance of the formal PA.
d) Provide instruction for the PA, capture the instructional event using the Swivl app, and upload
within 24 hours of the PA.
e) Upload artifacts to your Performance Assessment captured in Swivl (i.e., lesson plan,
assessments, “Lesson Analysis/Reflection” form), and edit video information. (NOTE: Capturing of
teaching experience and/or CTESS evaluation using Swivl technology is recommended based on
availability of equipment to Clinical Teachers and clinical teacher supervisors).
f) Attend a post-conference lesson review with the clinical teacher supervisor.
Formal observations of teaching performance are preceded by a pre-conference meeting between the
clinical teacher supervisor and the Clinical Teacher and are followed by an in-depth post-conference
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meeting in which the clinical supervisor provides specific, actionable feedback to the Clinical Teacher in
areas of refinement and reinforcement identified during the Performance Assessment.
Pre-Conference: The Clinical Teacher submits a lesson plan to the Mentor Teacher and clinical teacher
supervisor 48 hours in advance of the observation. Both the Mentor Teacher and clinical teacher
supervisor should review the lesson plan and provide the Clinical Teacher with
suggestions/strategies/questions designed to improve the lesson.
Formal Observations: The clinical teacher supervisor, Mentor Teacher, and Clinical Teacher schedule
Performance Assessments on a mutually agreeable date, with the first Performance Assessment
occurring at a designated time period (see clinical teacher supervisor calendar) and the final assessment
occurring at the end of the semester. After each Performance Assessment, the clinical teacher supervisor
scores the Clinical teacher using the CTESS.
Post-Conference: The clinical supervisor meets with the Clinical Teacher within 48 hours after an
observation has taken place to conduct a post-conference where the lesson is analyzed. Clinical
Teachers are provided with detailed feedback on one area for reinforcement and one area for refinement,
each of which is tied to a specific indicator on the CTESS.
During the post conference, the clinical teacher supervisor and the Clinical Teacher analyze how
particular strength of the lesson contributed to student learning and discuss how the Clinical
Teacher can continue to build on that area of strength in future lessons (reinforcement). They then
analyze an element of the lesson that could be improved to maximize student learning and discuss how
the Clinical Teacher can work to strengthen his/her practice in the identified area of refinement.
It is expected that the clinical teacher supervisor provide the Clinical Teacher with clear evidence,
including specific examples from observed practice to document areas of reinforcement and refinement.
Clinical Teachers are expected to exhibit growth in instructional competencies as evaluated by the
CTESS. NOTE: Please refer to clinical teaching course instructor and/or clinical teacher
supervisor for scoring of your PA/CTESS evaluation. Failure to meet expectations in your PA/CTESS
evaluations will prompt supervisor to enact procedures to help Clinical Teacher improve in areas of
concern and/or take other necessary actions as outlined in the C&I syllabus.
Follow-up Support: The supervisor and the Mentor Teacher provide the Clinical Teacher with follow-up
support after the post conference by conducting walkthroughs/on-the-spot coaching, demonstration
lessons, or modeling teaching strategies in university coursework.
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21. CAMPUS SURVEY
Directions: Provide the following information. Type your responses on a
separate page.
1) School district, school name, school phone number, school address, school web
address
2) Mentor Teacher’s name, email address, and conference period time.
3) Personnel names:
Principal and principal’s email address
Vice-Principal(s)
Secretary(s)
Nurse
Librarian
4) Active Shooter Drill: Signal and Procedure. Clinical Teachers should request
access to their assigned school district’s websites, resources, and/or video training at
the beginning of their campus placement.
5) Fire Drill: Signal and Procedure
6) All Other Drills: Signal and Procedure
7) Notification procedure in the event of an accident or illness of a student while at
school.
8) Re-entry procedure for return of a student to school after an illness or accident.
9) Describe each of the following:
Community served by the school
Size and nature of the class
10) List the special pupil support services used by students in your classroom. What
additional staff works with students from your classroom? Special Education Aide?
Speech Therapist? Physical Therapist? Others?
11) Regarding management of the classroom:
a) List the classroom rules and / or discipline program used by
your Mentor Teacher.
b) Observe and describe how your Mentor Teacher
handles inappropriate behavior.
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c) Observe and describe how your Mentor Teacher
encourages and praises appropriate behavior.
12) Become acquainted with the district’s discipline policy.
13) Make a seating chart listing all your students.
14) List at least 5 websites where lesson activities can be found.
15) Describe the high point of the first week in “your” classroom.
16) Observe and describe your mentor teacher’s procedures for the following:
a) Procedures for beginning the day
b) Lining up students
c) Walking in the halls
d) Sharpening pencils
e) Going to the restroom and water breaks
f) Assigning classroom helpers
g) Taking grades; accepting late or incomplete work
h) Providing re-teaching
i) Taking the students to lunch
j) Dismissing students at the end of the day
k) Communicating with parents
l) Completing assignments before the end of the period
m) Passing out papers and collecting completed work
n) Names of campus specialists (e.g. Bilingual, ESL, Sp.Ed., counselor, etc.)
17) Provide a current class schedule.
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22. REFLECTION OF FIELD EXPERIENCES
Write a one-two page reflection, following these directions:
At this point in your teacher preparation program, you have completed several required
field experiences in different placements in the public schools. Based on these field
experiences, write a one-two page reflection about what you have learned from being in
these classrooms. Consider how the following has shaped your current beliefs about
teaching and learning:
1. Teaching opportunities you have had in the placements
2. Your interactions with the students
3. Your interactions with the teachers
4. Meeting the needs of English language learners, diverse learners, and students
with special needs
5. Any observations about learning and development of students across age levels,
grade levels and school districts
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23. CLINICAL TEACHER TExES INFORMATION
Please be aware of the following regarding TExES exams:
1. Clinical Teachers should try not to schedule Computer Administered TExES
exams during the school day. Whenever possible, Computer Administered TExES
exams should be scheduled during early evening hours on weekdays or on weekends.
2. Clinical teachers must complete practice test and/or TExES review requirements
before being allowed to register for state TExES exams.
3. For information about the exam, please consult the UTSA TExES website:
http://education.utsa.edu/texes.
4. Five Times Rule for Taking State Exams:
All Teacher Certification and Professional Certification candidates may only take the
same state exam for a total of five times. The five attempts include the first attempt to
pass the exam and four retakes. All attempts to pass an exam taken before Sept. 1, 2015
will count as one attempt regardless of how many times the exam was taken prior to this
date.
Core Subjects (211 & 291) Exams: UTSA encourages our Core Subjects candidates to
be fully aware of the retest policy and that they do not use up all of their attempts by
taking individual subtests (800-level tests). Even though the ETS system will allow
clinical teachers to sign up for the 800-level subtests after they take the whole Core
Subjects test, they should NOT do so unless they are down to only one test left to
pass. Clinical teachers may skip through the sections of the test they have already
passed by clicking next, next, next, and so on until they get to the sections that they still
need to pass. Candidates do not need to answer a single question in the sections that
they have already passed. Again, the only time a candidate should sign up for an
individual subtest is when that is the last test the candidate needs to pass. Candidates
who have inadvertently registered for individual subtests may call ETS at (800) 205-2626
to reschedule those exams into the appropriate Core Subjects exam.
*The SBEC will determine rules for a waiver and the rules are anticipated to be in effect
May of 2016.
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TExES and Certification
The goal for the work you will complete in your courses at UTSA is a teaching position where you improve
students’ futures and build an honorable career. Getting that job takes more than excelling in your courses. You
must pass the Texas Education Agency certification tests to become a teacher. Here is what UTSA recommends to
ensure you are certified right after you graduate.
Do not wait to take your TExES! TEA is planning on making major changes on the
current exams. Beginning 2021, new tests will be required in reading and content. The PPR
will be replaced with a performance based assessment, such as the EdTPA.
Read the preparation manuals for the Pedagogy and Professional Responsibilities (PPR) test and
your content test available at the testing vendor’s website. It tells you what you need to know.
Form a study group. Plan how you will help each other prepare.
o Where and when will we meet?
o How will we support each other? What is each member expected to do for themselves and the
good of the whole?
o When will we take the diagnostic, practice and real exams?
Complete the PPR and Core Subjects review sessions available as Open Courses in Blackboard.
Take a diagnostic test to find out what you know and what you need to study. Be open with your
study group about what the diagnostic test is telling you. Ask for, and give, support. The best way to
really learn something is to teach it. Use the UTSA TExES Resources page.
Take the content practice test as soon as practical. Generally the COEHD will not teach you
content. The TExES exams are aligned to the Texas Essential Knowledge and Skills (TEKS), so if you know
the TEKS you should do well on the content test.
UTSA provides practice tests about once a month. You must score 70% or above to be approved
for the real exam.
o If you score below 70% the first time you take the practice exam, discuss it with your study
group and develop a study plan.
o If you score below 70% the second time, discuss it with me or another professor.
o If you score below 70% the third time, discuss it with Dr. Vriesenga.
After you pass the content practice exam, submit an eligibility form to Dr. Vriesenga or the
Teacher Education Services office, then schedule and pass the real TExES exam.
Take the practice PPR exam early in the semester before clinical teaching.
o If you fail the exam, talk with me or another professor.
After you pass the practice PPR, submit an eligibility form, then schedule and pass the real PPR.
Plan to pass the real TExES content and PPR exams before you begin clinical teaching.
If you need to pass the Bilingual Supplemental (BES) and English as a Second Language
Supplemental (ESL) exams, plan accordingly.
After passing your TExES exams, apply for certification through your TEAL/ECOS account.
Arrange for fingerprinting with the Texas Education Agency.
Do a degree audit with your advisor to ensure you have done everything to get your degree.
If you do all these things before you graduate, your certificate will post with TEA soon after the Registrar annotates
your degree on your transcript. With a degree and a certificate, you are prepared to make your positive mark on your
students’ lives. Start now!
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Certification Checklist
Task ( Rough Cost)
Date Planned
Date Complete
Result
Content Review (Core
Subjects)
PPR Review (All)
Diagnostic Content Test
Diagnostic PPR Test
Practice Content Test
Practice PPR Test
Real Content Test ($120)
Real PPR Test ($120)
Practice BES
Practice ESL
Real BES ($120)
Real ESL ($120)
TEA Fingerprinting ($50)
Apply for Cert ($75)
Degree Audit
Graduation
Apply for Jobs
Begin Teaching
Study Group
Name
Phone
Email
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Date/Time/Place
Subject/Leader/Required
Preparation
Result
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24. A Letter of Verification (an “LOV”) is designed to inform a school district about
the status of a student in UTSA’s Teacher Certification Program. If a district requests
this information, please fill out the form below and turn in to MB 3.214, fax to 210-458-
5410, or email the form to id[email protected].
Date Received: _________________________________________
Request for Letter of Verification
PLEASE PRINT LEGIBLY
Name: __________________________________________________
Banner ID Number: _______________________________________________
Phone Number: __________________________________________________
Preferred E-mail address: _____________________________________________
Please indicate the level of certification you are seeking:
EC-6 4-8 7-12 EC-12
Please indicate what program you are completing:
______ the undergraduate program?
______ the post-baccalaureate program?
_______ MA with Certification
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Letters will be emailed to the clinical teacher based on the preferred email within 10
business days from the date the request is received. If you have a question regarding
your LOV, please email the IDED advising center at [email protected].
25. APPLYING FOR YOUR CERTIFICATE
Clinical teachers: If you are enrolled in your final course (clinical teaching) and all required
exams have been passed, you may begin the application process at any time after April
15th or November 15 of your clinical teaching semester.
Applications for all Texas Educator Certificates are made online at the Texas Education
Agency website:
www.tea.state.tx.us
At the website, click on “Educator Login/Account Set Up” and follow the directions. You
must first set up an account if you have not done so previously. You are applying for a
STANDARD certificate, and the recommending entity is the University of Texas at San
Antonio-UNIVERSITY BASED (not Master Teacher).
When you have completed the process, UTSA will receive notification that you have
applied for your certificate. At that point, if you are eligible, UTSA will complete the
recommendation and you will be notified by email that you have been recommended.
Please note, however, that you will not be officially certified until TEA has (i) received and
applied the required fee, (ii) received your fingerprint card (if applicable) and (iii)
completed a criminal history background check.
Note: Please do not begin the application process until ALL of the
following conditions have been met:
●
You have passed all required TExES exams.
●
You are enrolled in your final course (clinical teaching).
●
Your degree has been awarded or will be awarded at the end of
the semester. (Applications cannot be processed until degrees are
official.)
Students who apply without meeting eligibility requirements may be
removed from the UTSA list of candidates and required to reapply at a
later date.
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If you have questions, please call the UTSA Certification Office: 210-458-6287. Technical
questions regarding problems with the TEA website should be addressed to TEA
representatives at 512-936-8400.
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26. CLINICAL TEACHER INFORMATION
@
Last Name
First Name
MI
Maiden Name
Banner ID
Current Address
City
Zip
Phone Number & Cell Number
Marital Status
Number of Children and Ages
Date of Birth
Email Address
Certificate will be completed at student level of:
Undergraduate
Post-Baccalaureate
Seeking MA & Certification
If Undergraduate: Date you plan to graduate:
If Post-Baccalaureate: previous degree:
Date degree earned:
Subject Area:
Institution:
Current Employment:
Number of hours per week:
Other classes this semester:
Days/times of those classes:
Experiences/activities with children:
Work Experiences:
What are your greatest concerns about clinical teaching?
On one typed page, write your autobiography. Include information about your background and
professional goals
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27. My Story Autobiography
Due date: TBD by course instructor
The My Story autobiographical assignment is designed to help you identify and reflect on the life
events that have contributed to your development as an individual and as a teacher. By sharing
your My Story autobiography with your mentor teacher and introducing yourself to him or her
before you actually arrive at your school campus, you will (1) enhance the likelihood of a quicker
assimilation into your mentor teacher’s classroom, and (2) have an opportunity to demonstrate
your skills in the use of technology in the classroom.
Directions:
❖
Consider school relationships and events that have shaped your life and contributed to
your development as a teacher. If appropriate, consult parents, former teachers, or other
significant individuals about your school experiences.
❖
You are encouraged to record your interviews and research via photo, video and/or
audio captures.
❖
Gather these anecdotal stories and then fashion the information into a two-to-four
minute digital story using the creative medium that best suits your project. You may use Adobe
Spark, PowerPoint, PowerPoint Office Mix, Prezi, iMovie, You Tube Editor, Sway, or other
media.
❖
The presumption is that every clinical teacher’s My Story autobiography will be different
because every student has his or her individual story. Remember that the purpose of the
assignment is to introduce yourself to your mentor teacher. Mentor teachers may also use the
presentation to introduce you to the students in your class prior to your arrival. The content you
include should be carefully chosen and should not include inappropriate photos, music,
symbols, or anything that might not be suitable in a public school setting. Religious passages,
wrenching personal stories or pictures of wild spring break experiences are not applicable and
should not be included in your My Story autobiography. Remember to keep your My Story
professional and appropriate.
Guiding Questions: Consider the following questions to help you craft your My Story
autobiography:
❖
1. Describe events and/or individuals in your life that have had an impact on your
decision to become a teacher.
❖
2. How have your previous experiences influenced your thoughts about the kind the
teacher you want to become?
❖
3. What expectations do you have for your clinical teaching?
❖
4. What do you need to do to become the kind of teacher you want to be? What goals
have you set?
Specifics: Your presentation should be about 2-4 minutes in length and should be appropriate
for possible viewing by the students in your assigned classroom. Your voice could be part of
your presentation. Be careful in your choice of photos, music, symbols, and media to create a
professional impression. Talking heads in your presentation should last no more than 15
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seconds. Your My Story autobiography will be reviewed by your clinical teaching field
supervisor and, once approved, you will send it electronically to your Mentor Teacher.
Open Lab Help Sessions will be offered! No reservation is necessary. Please
check the UTSA website for current dates of Lab hours.
The foundation for this assignment was designed and developed by: Dr. Ambika Gopal Raj,
Professor, Division of Curriculum & Instruction, California State University, Los Angeles,
California
Resources: Listed below are several resources to help you create your My Story
autobiography. Review the resource list and select the application that suits your presentation. Adobe
Spark: https://spark.adobe.com/about/video; Power Point: http://office.microsoft.com/en-us/powerpoint/ ;
Power Point Office Mix: https://mix.office.com/ ; Prezi: http://prezi.com/; iMovie:
http://www.apple.com/support/imovie/; Sway: https://sway.com/;You Tube Editor:
https://www.youtube.com/editor Check Live Binders for more information about each application:
http://www.livebinders.com/play/play?id=938790
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28. PORTFOLIO
A portfolio is an opportunity for a teacher to showcase his or her accomplishments,
because it is a reflection of the teacher’s abilities, time and care should be taken in its
preparation. The portfolio should be typed and presented professionally. It should
include a Table of Contents. Photos of students engaged in activities planned by the
Clinical Teacher enhance its appearance and credibility. An electronic portfolio is highly
recommended.
Critically reflect:
How do you demonstrate that you are a culturally efficacious agent of change who is
knowledgeable, community-based, and professional?
● 1-2 page essay (APA format) responding to above prompt
A. Personal Information
_____ Cover Letter/Letter of Introduction
_____ Resume
_____ Philosophy of Education
_____ Copies of Transcripts
_____ Statement of TExES status
_____ Letter of Verification
_____ Awards/honors/recognitions
B. Clinical teaching
_____ Information regarding placement: school district, school, teaching
assignment (courses, levels taught)
_____ Additional activities such as tutoring, duties, etc.
_____ Observation forms from university supervisor and mentor
teacher
_____ CTESS forms used for Performance Assessments and Summative
forms from university supervisor and mentor teacher
C. Lesson Plans
_____ Key Assignment Lesson Plan with supplemental materials (ppt,
pictures of anchor charts, handouts, and assessment instruments with
rubrics).
_____ De-identified samples of student work*
_____ Photographs*
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*Be cautious about issues of confidentiality when using photos or documents
containing students’ or parents’ names or images. Photograph students from the
back only.
D. Other Professional Experiences:
_____Professional development (in-services attended, conferences,etc.)
_____ Professional memberships
_____ Publications and/or presentations
_____ Letters of Appreciation, Commendation, or Recommendation
_____ Community Service
_____Informal Learning Communities
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ADVANTAGES TO THE PROFESSIONAL YEAR-LONG CLINICAL TEACHING
EXPERIENCE
• Allows for a mix of coursework and field experience resulting in full-time
immersion into the work of a teacher.
• During the course of the academic year, Clinical Teachers apply what they are
learning in their methods courses in their campus assignment.
• During clinical teaching, students assume greater responsibility for teaching,
which results in refinement and reinforcement of their teaching and classroom
management skills.
• Students take a ‘deep dive’ into the curriculum and practices of their assigned
campus and district.
Pilot year: Fall 2019-Spring 2020
For the initial year, 2019-2020, we are working with the following groups of students for
their year-long clinical teaching:
EC-6 Core Subjects
EC-6 Core Subjects + Bilingual + ESL
7-12 ELAR and Social Studies
Programs to be added using edTPA in upcoming semesters
• Grades 4-8
• Grades EC-12
• Grades 7-12 Math and Science
UTeachSA: Carey Walls
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Appendix A
Terms and Definitions
● Clinical Teaching - These are the two semesters, or one depending on program clinical
teacher is following, and blocks of courses that are taken during the final year in the program.
The Clinical Teacher will report to their field placement with a single Mentor Teacher for the
required time period expected by TEA and/or program.
● Assistant Professor in Practice (APiP)/ Clinical Supervisors - The UTSA faculty
member(s) assigned to supervise, coach, and evaluate Clinical Teachers during the residency
year-long placement. APiPs/Clinical Supervisors function as links between schools, school
districts, and the university.
● Sites- APiPs/Clinical Supervisors will be assigned a school or schools (sites) in which their
cohort will complete their field placements. Schools will be arranged to provide a diverse
teaching experience and align to the Clinical Teacher certification (e.g., Bilingual,ESL, SPED).
● Clinical Teachers (CT) – A Clinical Teacher is a student admitted into the teacher education
program at the University of Texas at San Antonio. CTs may be in an “early phase” consisting of
pre-teaching and developing teaching semesters that take place prior to the student teaching year;
or in a “later phase” consisting of the final two semesters when they are completing the Clinical
Teaching year.
● Mentor Teacher (MT)- The P-12 classroom teachers in the partner school district who have
agreed to have a CT in their classroom.
● Performance Assessment (POP Cycle)- The evaluation process used at the University of
Texas at San Antonio. A POP “cycle” consists of (a) a Pre-conference to review the Clinical
Teacher’s lesson; (b) a formal Observation and scripting of the lesson by the APiP/ Clinical
Supervisor to gather evidence for evaluation; (c) Post-conference meeting with the CT to review
evidence, coach and assign ratings; and (d) ensuring the timely uploading of video capture and
entry of ratings by the CT and APIP or Clinical Teacher Supervisor.
PA Assessment dates will be provided by CTs specific supervisor.
● CTESS Rubric- This is an evaluative rubric modeled after the Texas Teacher Evaluation and
Support System (T-TESS) together with Professional Responsibilities and Dispositions and
Culturally Efficacious Practices and Pedagogies. APiPs and Clinical Supervisors will use the
rubric during the POP cycles. From the entire rubric, five domains and 23 dimensions have been
selected to serve as the evaluation standards for UTSA.
● Classroom Walkthrough (CW)- Short (5-15 minute) observation that allows the APiP/
Clinical Supervisor to collect a “snapshot” of information on co-teaching, professionalism,
cultural efficaciousness and overall development of the Clinical Teacher.
● Performance Gates-are benchmarks that must be met in order to successfully complete the
certification program.
● Professional Support Plan (PSP)- Support tool created by University Supervisor when
issues arise with Clinical Teacher or when they are at risk of not meeting performance gates.
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● Student Teaching Class- is a weekly class taught by the APiP in which CTs develop their
instructional and professional knowledge. This course includes multiple assignments that aid the
CT in applying theory and best practices to the classroom.
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Appendix(B!
!"#$% &'()*+,-./&.%+0,1%2) *).)"*3,4,56&789%3!
!
Strategy
Definition/Example
!
One(Teach,!
One(Observe
!
One!teacher!has!primary!responsibility!while!the!other!gathers!specific!observa tional!information!on!
students!or!the!lead!teacher.!The!key!to!this!strategy!is!to!focus!the!observation!–!where!the!teacher!
doing!the!observation!is!observing!s p ecific!behaviors.!!
!
Example:(One!teacher!can!observe !students!for!their!understanding!of!dire c tions!whi le!the!other!
leads.!!
One(Teach,!
One(Assist
An!extension!of!One!Teach,!One!Observe.!One!teacher!has!primary!instructional!responsibility!while!
the!other!circulates!to!check!for!understanding,!assists!students!with!their!work,!or!monitors!
behaviors.!!
!
Example:!While!one!teacher!has!the!instructional!lead,!the!person!assisting!can! be!the!“voice”!for!the!
students!when!they!don’t!understand!or!are!having!difficulties.!!
Station(Teaching
The!co-teaching!pair!divides!the!instructional!content!into!parts.!Each!teacher!instructs!one!of!the!
groups,!groups!then!rotate!or!spend!a!designated!amount!of!time!at!each!station!–!often!an!
independent!station!will!be!used!a long!with!the!teacher!led!stations.!!
!
Example:)One!teacher!might!le a d!a!station!where!the!students!play!a!money!math!game!and!the!other!
teacher!could!ha ve!a!mock!store!whe re!the!students!purc hase!items!and!make!change.!!
Parallel(Teaching
Each!teache r !instructs!half !the!students.!The!two!teachers!are!addressing!the!same!instructiona l!
material!and!presenting!the!material!using!the!same!teaching!strategy.!The!greatest!benefit!to!this!
approach!is!the!reduced!student!to!teacher!ratio.!!
!
Example:!Both!teachers!are!leading!a!‘question!and!answer’!discussion!on!specific!current!events!and!
the!impact!they!have!on!our!economy.!!
Alternative(
Teaching
This!strategy!allows!one!teacher!to!work!with!students!at!their!expected!grade!level!while!the!other!
teacher!works!with!those!students!who!need!the!information!and/or!materials!retaught,!extended,!or!
remediated.!!
!
Example:!One!teacher!may!work!with!students!who!need!re-teaching!of!a!concept!while!the!other!
teacher!works!with!the!rest!of!the!students!on!enrichment.!!
Team(Teaching
Well!-planned,!team-!taught!lessons!exhibit!an!invisible!flow!of!instruction!with!no!prescribed!division!
of!authority.!Using!a!team!te achin g!str at egy,!both!teache rs!are!actively!involved!in!the!lesson.!From!a!
students’!perspective,!there!is!no!clearly!defined!leader!–!as!both!teachers!share!the!instruction,!are!
free!to!interject!information,!and!are!available!to!assist!students!and!answer!questions.!!
!
Example:)Both!instructors!can!share!the!reading!of!a!story!or!text!so!that!the!students!are!hearing!two!
voices.!!
!
The)strategies)are)not)hierarchical)–)they)can)be)used)in)any)order)and/or)in)any)combination)to)best)mee t)the)
needs)of)the)P-12)students)in)the)classroom.,:;).(,&<&8.&.)"*3,2/ "7=,!"80/)+(.,>?@@A,-.B,!9"C<,-.&.%,D*)E%/3).0A,$%&'(%/,
FC&9).0,5*(&*'%7%*.,!%*.%/,G%3%&/'(,HC*<%<,I0,&,D-,1 %8&/ .7%*.,"2,5<C'&.)"*,$%&'(%/,FC&9).0,5*(&*'%7%*.,J/&*.,!
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Appendix C – CTESS Evaluation Forms (links will be provided via supervisor)
a. Walkthrough Forms
b.
Observation Scripting Form/Performance Assessment
c. Mentor Teacher Progress Report
d.
Summative Evaluations
e. Performance Support Plan (PSP)
Appendix D- Clinical Teaching Log (link will be provided via supervisor)
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Appendix E
Websites
Code of Ethics:
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc
=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2
Fitness to Teach: http://education.utsa.edu/certification_program/fitness_to_teach_policy/
SWIVL: https://www.swivl.com/
Teaching Certification preparation resources:
http://education.utsa.edu/texes/texes_preparation_resources/
https://www.240tutoring.com/
Texas Education Agency: https://tea.texas.gov/
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Appendix F
Contact Information
Margo Dellicarpini
Dean of the COEHD and Vice Provost
UTSA Office of Teacher Education Services
Dr. Belinda Flores – Belinda.Flores@utsa.edu
Associate Dean of Professional Preparation, Assessment, & Accreditation
Dr. Lorena Claeys – Lorena.Claeys@utsa.edu
Interim Director of Clinical Teaching
UTSA Assistant Professors in Practice (APiPs)
Dr. Claudia Garcia – [email protected]
Dr. Lucinda Juarez – Lucinda.Juarez@utsa.edu
Dr. Lisa Santillan – Lisa.Santill[email protected]
Dr. Lucinda Sohn – [email protected]
Dr. Jennifer Gilardi Swoyer – Jennifer.Swoyer@utsa.edu
SAISD Human Resources Department
Hope Deleon
hdeleon2@saisd.net
Ms. Allegra Castro – Allegra.Ca[email protected]
Director of School Partnerships
Ms. Allison Baca – [email protected]
Administrative Services Officer I
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Appendix G
Clinical Teacher Signature Page
I have received the UTSA Clinical Teacher Handbook. I understand that it is my responsibility to
read and comply with the policies and procedures contained in this handbook and any revisions
made to it.
Clinical Teacher Signature date
Clinical Teacher name (printed)
!
!
!
!
!