Clinical Coaching Guide: 2021-22 - education.virginia.edu

C L I N I C A L E X P E R I E N C E S

EDUCATION.VIRGINIA.EDU

PAGE 1 OF 30

Clinical Coaching Guide: 2021-22 At the School of Education and Human Development, our students – called teacher candidates - connect theory to practice in multiple, sequenced clinical experiences from the very beginning of their program through the culminating teaching internship. Clinical experiences begin with observation and individual, one-on-one work with preK-12 students, building to full management of day-to-day classroom work under the guidance of exemplary educators. This guide is designed for clinical coaches using the MyTeachingPartner-Preservice Protocol to support teacher candidates in their internships.

Table of Contents Glossary ..................................................................................................................................................................................................... 2 Continuum of Coaching Practices........................................................................................................................................................... 4 Getting Started: Coach Checklist ............................................................................................................................................................ 5 Initial Triad Meeting ................................................................................................................................................................................... 6 Observation Cycles ................................................................................................................................................................................... 8

Review and Write Prompts ............................................................................................................................................................. 9 Prompt Bank ................................................................................................................................................................................. 10 Review Intern Responses ............................................................................................................................................................. 14 Hold an Observation Conference ................................................................................................................................................. 14 Conference Planning Form ........................................................................................................................................................... 15 Send a Conference Summary and Action Plan ........................................................................................................................... 16 Example Conference Summary and Action Plan ........................................................................................................................ 16

Internship Evaluation .............................................................................................................................................................................. 18



PAGE 2 OF 30

GLOSSARY Anthology Portfolio (AP): Our database and assessment management system, formerly known as Chalk and Wire. Clinical Coach: The clinical coach is the liaison between the teacher candidate, the mentor teacher, and the licensure program. A clinical coach serves as a crucial resource for candidates during clinical experiences. Coaches guide candidates through their video observation cycles, provide constructive feedback, and offer ongoing support. The clinical coach is often referred to as a “university supervisor” in other contexts. When applying for jobs, candidates will likely be asked to provide a copy of the coach’s evaluation and letter of recommendation, so it is important for candidates to build and maintain a relationship with the coach. Candidates may work with the same coach all year, or a different coach may be assigned in the spring. Clinical Practice: Clinical practice encompasses all of a candidate’s work in preK-12 schools throughout their program. Candidates complete a range of clinical experiences, including practicum and internship experiences. From the AACTE Clinical Practice Commission (2018): “Teacher candidates’ work in authentic educational settings and engagement in the pedagogical work of the profession of teaching, closely integrated with educator preparation course work and supported by a formal school-university partnership. Clinical practice is a specific form of what is traditionally known as field work.” Internship I: A half-time clinical experience, completed the semester before Internship II. The candidate works closely with a mentor teacher for half of the week (either half-days across the week or 2-3 full days/week), observing and assisting the mentor in their duties. Internship II: Also known as “student teaching,” Internship II is a full time, semester-long student teaching internship. The candidate works closely with a mentor teacher and their team, gradually assuming all classroom duties (planning, instruction, assessment, parent relationships/communications, and more) and demonstrating all competencies across the semester. Mentor Teacher: A mentor teacher is a full-time preK-12 teacher who agrees to hosts a teacher candidate for a clinical practice experience (practicum, half-time internship, or full-time student teaching). The mentor teacher is licensed in the candidate’s program area, has teaching experience, and is endorsed by their department chair or administrator. Mentor teachers work closely with teacher candidates to help candidates develop their professional and pedagogical skills. When applying for jobs, candidates will likely be asked to provide a copy of the mentor’s evaluation and letter of recommendation, so it is important for candidates to build and maintain a relationship with the mentor. Candidates will work with a different mentor teacher each semester to give them teaching and learning opportunities in different contexts (e.g., grade level, school setting). Observation Cycle: During the yearlong internship sequence, interns complete structured observation cycles in which they analyze and reflect on their teaching. The clinical coach guides the candidate through the observation process, providing targeted feedback to prompt candidates’ thinking. Clinical coaches use one of two protocols for observation.



PAGE 3 OF 30

• Capturing Observations and Collaboratively sHaring Educational Data (COACHED) is an online teacher observation and feedback system. Within COACHED is the Classroom Teaching (CT) Scan observation tool, feedback templates, and embedded professional development videos. COACHED also has a reflection matrix to help teacher candidates reflect on an assigned portion of their lesson. COACHED can be used by an observer and teacher candidate, or for self-observations. This coaching model is used for special education.

• MyTeachingPartner-Preservice™ (MTP-P): MyTeachingPartner™, or MTP, is a system of professional-development supports developed through the Center for Advanced Study of Teaching and Learning (CASTL). MTP improves teacher-student interactions, which in turn, increases student learning and development. MTP-P relies on a standardized observational assessment of teacher-student interactions—the Classroom Assessment Scoring System, or CLASS—as the primary way to observe and define effective practice. This coaching model is used for early childhood, elementary, secondary, and ESL education.

Practicum: Regular clinical experiences early in a candidate’s program that usually involve a few hours per week and/or limited direct instruction of students. Examples of a practicum experiences might be observing a classroom teacher twice a week, serving as a classroom assistant one day a week, or providing individualize instruction to a student each week. Teacher Candidate: The teacher candidate (sometimes also called intern or preservice teacher) is a student in one of the licensure programs noted above. The candidate takes education courses – which often include a clinical experience component – to learn about how preK-12 students learn and develop, content and pedagogy, and more. Candidates apply their learning through a sequence of clinical experiences, including early practicum experiences, Internship I, and Internship II. Upon completion of all course and clinical requirements, candidates are eligible for a professional teaching license. Teacher candidates may be enrolled in one of three programs:

• Bachelor of Science in Education (B.S.Ed.) – undergraduate-level • Bachelor/Master of Teaching (B/MT) – graduate-level • Post-graduate Master of Teaching (PGMT) – graduate-level

https://education.virginia.edu/classroom-assessment-scoring-system

https://education.virginia.edu/research/centers/castl/class



PAGE 4 OF 30



PAGE 5 OF 30

GETTING STARTED: COACH CHECKLIST This list serves as a starting point for coaches, but there may be additional tasks to complete prior to and at the start of the internship. The Director of Clinical Practice and Partnerships will communicate any additional requirements. Review the clinical experience website

o All forms and resources in this guide are available in a digital format on the clinical experience website. Review the contact information for your program

o Make sure you know who the internship instructor is for your candidates. Contact Jeff Davis with any questions. Contact your intern and mentor teacher to set up an initial triad meeting

o This meeting should take place by the end of week 2. o Plan for about 30 minutes.

Check your assigned placements in Anthology Portfolio o It may take a week or so to enter placements in AP. Once placements have been entered, confirm that all placements

in AP are listed and accurate. Reach out to Jeff Davis with any questions or concerns. o If you have issues with your AP account, reach out to Tim Cannon.

Hold an initial triad meeting o A sample agenda is provided in this guide and is available on the clinical experience website.



PAGE 6 OF 30

INITIAL TRIAD MEETING Sample Agenda: Introductions

• Ask questions to get to know the intern and the mentor (e.g., family, history at the school, what teacher preparation was like for the mentor)

Pacing Guide

• Review suggested schedule • Talk about co-teaching formats and options for intern’s responsibilities during the first 4-5 weeks.

o Resource: https://www.edutopia.org/article/how-choose-co-teaching-model o Reiterate that even scheduled observations can be co-taught. o We want to be sure the ones who benefit most from having an additional teacher in the room are the students,

so co-teaching is encouraged. o The internship isn’t about the intern sinking or swimming. It’s about support the intern to swim independently by

the end of the full-time internship in the spring. • During the fall semester (half-time internship), students may attend one or two functions such as back to school night.

However, the students are taking a full course load in addition to completing the half-time internship and will not be able to attend all school functions as they would during student teaching.

• During the spring semester (full-time internship), students are required to attend conferences, back to school nights, faculty meetings, and other functions. Make sure the intern has planned for those events.

Policies

• Refer to the internship policies on the clinical experience website. • Remind interns that you (the coach) need to be notified of any missed days/time due to illness or other emergencies.

Lesson Plans

• The intern should submit all lesson plans to the mentor teacher for review prior to teaching. The intern and mentor should make a plan for how they will work together.

• The intern does not need to submit lesson plans to you (the coach) prior to teaching.

https://www.edutopia.org/article/how-choose-co-teaching-model



PAGE 7 OF 30

• The intern may use the curriculum and lesson plan format the school team is using. As students move into the full-time internship in the spring, students may take on the responsibility of writing lessons for the team.

• For observation cycles, the intern may be required to use a specific lesson plan template provided by the School of Education and Human Development. Each internship instructor will provide guidelines for the program.

Observation/Coaching Cycles

• Fall half-time internship: interns complete 3 observation cycles • Spring full-time internship: interns complete 5 observation cycles • All observations will be recorded and submitted through Anthology Portfolio. • Directions for completing the observation cycles are in the clinical experience handbook and on the clinical experience

website. • Review the CLASS dimensions for the first observation cycle.

Ongoing Collaboration

• Recommend scheduling a weekly planning time when the intern and mentor teacher will review strengths, areas of growth, and next steps.

• The mentor teacher and intern should communicate with you weekly. Determine the process by which they will provide weekly updates, whether it be through a digital collaborative feedback form or an email that addresses the same content. Determine whether the intern or the mentor teacher will be responsible for sending the weekly email and how you plan to acknowledge receipt of it.

• Provide your preferred contact information to the mentor teacher and make sure you have their information.

Big Takeaways for Mentor Teachers

• UVA Teacher Ed. is here to support them and the intern. • You are available and accessible. • The mentor/coach/intern team works best as a triad, with everyone engaged and informed.



PAGE 8 OF 30

OBSERVATION CYCLES During the yearlong internship sequence, interns complete structured observation cycles in which they analyze and reflect on their teaching. The clinical coach guides the candidate through the observation process, providing targeted feedback to prompt candidates’ thinking. The use of video allows the intern and coach to review specific lesson segments aligned with identified areas of focus. Students complete three observation cycles during Internship I and five observation cycles during Internship II.



PAGE 9 OF 30

At the start of the observation cycle, establish a timeline for each step of the cycle. As noted in the diagram, steps are typically completed within one business day. The entire cycle should take about one week. You enter the process at the analysis stage. Review the Video and Write Prompts

• When the intern submits their materials for an observation cycle, they will choose you as the assessor for the materials. You will receive an email from the AP System.

• The assessment instrument connected to this submission is called the MTP-P Checklist. It is a 1-item rubric, and you will assign a score of 1 if the intern submitted all requirement materials. If there are missing materials, rather than award a 0, contact the intern and ask them to resubmit with all materials. When all materials are in, assign a score of 1.

• Review the two dimensions of focus in your CLASS dimensions guide. • Watch the video.

o You can simply click play and watch it online. You should not download the video. o As you watch, note specific instances in which you see evidence of the CLASS dimensions or missed

opportunities. Include the time stamp so you can refer back to those moments. • Write 4 prompts: Nice Work; Enacting a Plan; Consider This; Making the Most

o Use the prompt bank in this guide to draft four prompts, tailoring each to the specific moments you have identified in the video. We recommend drafting the prompts in a separate word processing program, then cutting and pasting them into AP rather than typing directly into AP.

o Under the video, click “add comment.” o Use the sliders or type in the times. Each clip should be between 30 second and 2 ½ minutes. o Copy/paste the prompt into the comment box and add the appropriate title (e.g., Nice Work).

• Make sure you have set the system to release the results so the student is notified when your have finished assessing their work.

• Anthology directions: o Access pending assessments o Complete an assessment (in this case, assign a score of 1 to verify materials have been submitted) o Comment on submitted content: step 3 (video-based commenting) o Release the results to the student

http://userguide.chalkandwire.com/m/Assessor/l/195040-1-access-pending-assessments

http://userguide.chalkandwire.com/m/Assessor/l/195250-4-assess-and-comment-on-instrument

http://userguide.chalkandwire.com/m/Assessor/l/611265-3-comment-on-submitted-content

http://userguide.chalkandwire.com/m/Assessor/l/195303-5-set-notify-release-options



PAGE 10 OF 30

Prompt Bank

Nice Work

Elements 1) Identification of CLASS dimension and definition 2) Indicator(s) and/or behavioral marker(s) 3) Statement bringing candidate to the moment of the video clip 4) Question prompting the candidate’s observation of interactions in this video clip (use present tense)

Regard for Student Perspectives: Regard for Student Perspectives captures the degree to which the teacher is able to meet and capitalize on the social and developmental needs and goals of students by providing opportunities for student autonomy and leadership. Effective teachers show flexibility, follow students' leads, and are not rigid. In this clip, you are reading "Click, Clack, Moo." What do you hear and see in the students’ responses that demonstrates your flexibility and student focus?

Behavior Management: Behavior Management encompasses the teacher’s ability to provide expectations and use effective methods to prevent and redirect misbehavior. One indicator of high-quality behavior management is providing explicit behavioral expectations and clear rules. It is also important for a teacher to communicate his or her expectations in a positive manner. In this clip, you are discussing “cooperation” with your students. What goes on in the conversation between you and your students that both sets clear expectations and demonstrates positive communication?

Content Understanding: Content Understanding refers to the depth of lesson content and approaches used to help students develop an integrated understanding of facts, skills, concepts, and principles of the discipline. One way that teachers promote concept development is by linking ideas to students’ prior knowledge in ways that advance understanding and clarify misconceptions. In this part of the lesson, you lead a discussion about ratios. What do you hear yourself saying to link new content to students’ prior knowledge?



PAGE 11 OF 30

Enacting a Plan

Elements 1) Identification of CLASS dimension (same as Nice Work dimension) 2) Indicator(s) and/or behavioral marker(s) 3) “Planted seed” – specific detail from the lesson plan 4) Statement bringing candidate to the moment of the video clip 5) Question prompting the candidate’s observation of interactions in this video clip (use present tense) 6) Optional: additional questions prompting candidate to consider how they might plan differently in the future

Format: 1) We’re going to continue our discussion of [CLASS dimension]. 2) Another indicator/behavioral marker of this dimension is [indicator/behavioral marker]. 3) In your lesson plan, you wrote, [quote or paraphrase from lesson plan]. 4) In this video, [state what is happening]. 5) What do you see/hear that demonstrates [CLASS dimension]? Optional: If you could re-plan this section of the lesson, what [positive presupposition]?

Positive Climate: We’re going to continue our discussion of Positive Climate. Other behavioral markers for this dimension include creating opportunities for students to cooperate and to use respectful language. In your lesson plan, you wrote a list of questions that you planned to ask students about hopes and dreams. In this part of the video, you have students respond to your second question about what students and teachers can do to achieve hopes and dreams. What do you see and hear that demonstrates Positive Climate?

Productivity: We’re going to continue our discussion of Productivity. Another behavioral marker for this dimension is the use of clear instructions. In your lesson plan, you said that you will “review what students need to complete the assignment and how they can turn it in at the end of class.” In this clip, you go over the instructions for working on different stations. What do you hear yourself asking to ensure that students clearly know what to do?

Analysis and Inquiry: We’re going to continue our discussion of Analysis and Inquiry. Another indicator of this dimension is metacognition, which includes opportunities for students to explain their cognitive processes. In your lesson plan you stated, "I will ask the class what conclusions they draw from the data provided. As they respond, I will prompt them asking, ‘How did you reach that conclusion?” and “What evidence did you see that led to you that conclusion?”” In this clip, students share their conclusions about the data. What questions do you hear yourself asking that encourage students to explain their thinking? If you could re-teach this moment, what additional questions might you plan to promote metacognition?



PAGE 12 OF 30

Consider This

Elements 1) Identification of CLASS dimension (same as Nice Work dimension) 2) Indicator(s) and/or behavioral marker(s) 3) Statement bringing candidate to the moment of the video clip 4) Question prompting the candidate’s observation of interactions in this video clip (use present tense) 5) Additional question that moves candidate toward identifying opportunities for change

Regard for Adolescent Perspectives: Let’s look again at Regard for Adolescent Perspectives. Another way that teachers demonstrate Regard for Adolescent Perspectives is by giving students responsibilities and autonomy during a lesson. In this part of the lesson, you are solving a regrouping problem with your small group. In this clip, what specifically do you observe that gives students increased responsibility, and how do students respond? How might you structure this moment differently to elicit a different kind of student response?

Productivity: For this prompt, let’s return to the CLASS dimension of Productivity. In particular, let us consider the indicator, “Routines.” Some ways that this indicator can be enacted in the classroom is by providing clear instructions to students and ensuring that students know what to do. In this clip, you introduce students to the treasure hunt activity and you provide directions for the task. As you view this clip, listen closely to the clarity of the instructions you provide to students and describe what you hear. If you could rewind this moment in time, how could you have restructured your instruction to students so that what was expected of them was more explicit?

Analysis and Inquiry: For this prompt, let’s return to the CLASS dimension, Analysis and Inquiry. In particular, let’s consider the indicator, “Higher Level Thinking.” Encouraging students to engage in higher-level thinking requires pushing students beyond basic recall. Classroom tasks should encourage students to engage in analysis, reasoning, and problem solving, with a focus placed on conceptual knowledge. In this clip, you are reviewing the procedure for finding the zeroes of a factored quadratic equation. As you view this clip, listen carefully to the language you use. If you could rewind this moment in your lesson, what are some other ways that you could have approached this task to place greater emphasis on conceptual knowledge rather than procedural recall?



PAGE 13 OF 30

Making the Most

Elements 1) Identification of CLASS dimension (new dimension) 2) Indicator(s) and behavioral marker(s) tied to content objective 3) Statement bringing candidate to the moment of the video clip 4) Question prompting the candidate’s observation of interactions in this video clip (use present tense) 5) Question prompting the candidates’ observation of student evidence of understanding

Format: 1) [Identify and define CLASS dimension] 2) One of the ways students learn [content objective] is when teachers [indicator], which may include [behavioral marker]. 3) In this video, [state what is happening]. 4) What do you see/hear that demonstrates [CLASS dimension]? 5) What do you see/hear students doing that demonstrates evidence of their understanding of [content objective]?

Analysis and Inquiry: Here we are looking at the dimension of Analysis and Inquiry, which assesses the degree to which students are engaged in higher-level thinking skills through the application of knowledge and skills to open-ended tasks. One way to support students’ understanding of experimental design is to have students design their own experiments and test hypotheses. In this clip, you are meeting with a small group to discuss their bean plants. What do you hear yourself say to create opportunities for higher order thinking? What do you hear or see students doing that demonstrates evidence of their understanding of experimental design?

Instructional Dialogue: Let’s look at the CLASS dimension of Instructional Dialogue, which captures the purposeful use of content-focused discussion among teachers and students in ways that lead to a deeper understanding of content. A strategy for deepening understanding is to create opportunities for a balance of student and teacher talk that extends to the majority of students. Here you are launching a discussion about the central conflict of the text. What do you hear or see yourself doing to create opportunities for a balance of student and teacher talk? What evidence do you see that demonstrates students’ understanding of the central conflict of the story?

Content Understanding: Here we are looking at Content Understanding, which refers to the depth of lesson content and approaches used to help students comprehend the framework, key ideas, and procedures of a discipline. A strategy for helping students learn new content is by providing multiple and varied examples along with contrasting non-examples. In this clip, you are facilitating a small group discussion of quadrilaterals. What do you observe yourself saying and doing to use examples and non-examples? What evidence do you observe that demonstrates students understanding?



PAGE 14 OF 30

Review the Intern's Responses • View student results

o Find the observation you scored with the MTP-P checklist. o Click to reveal assessment options, and choose "work." This will bring you to the page with the observation

materials and commenting features. Hold an Observation Conference

• If available, the mentor teacher is encouraged to join this conference. • Use the conference planning form to guide your discussion. • Take notes during the conference. You will use these notes to develop a conference summary and action plan.

http://userguide.chalkandwire.com/m/Assessor/l/841320-view-student-results-via-reporting-menu



PAGE 15 OF 30

Conference Planning Form

Conference Steps Planning Notes Conference Notes Step 1: Touch Base & Clarify/ Gain Greater Understanding ● Check in with the intern ● Share updates

Clarifying Question Stems ● I’m interested in hearing more

about… ● I wonder… ● Tell me how…

Step 2: Review Dimensions of Focus ● Review video/prompts ● Discuss responses that were clear

articulations of practice and/ or discussions of best practices without observational data (i.e.- missed the point)

Nonjudgmental Responses ● I noticed how when you… the

students really… ● I’m interested in learning/ hearing

more about… Probing Stems

● What do you think would happen if…?

● What’s another way you might…? ● What criteria do you use to…?

Step 3: Looking Forward ● Address questions/concerns related

to current dimensions ● Brainstorm ways teacher can

continue to implement current dimensions in practice

Catalytic Stems ● It sounds like you are unsatisfied

with… What would you like to do differently next time?

Step 4: Next Steps ● Select next two dimensions ● Review dimensions guide ● Collaboratively decide what kind of

behavioral markers/ indicators to include in lesson plan and video recording

● Brainstorm ways to incorporate selected instructional support dimension into content

● Confirm deadlines for next cycle

Supportive Stems ● Your commitment is really

inspiring to me. ● It sounds like you have great

ideas to try! It will be exciting to see what works best for you!



PAGE 16 OF 30

Send a Conference Summary and Action Plan • Send a conference summary and action plan to the teacher candidate, mentor teacher, and course instructor. • Log into AP and post the summary and action plan to the observation.

o View student results o Find the observation you scored with the MTP-P checklist. o Click to reveal assessment options, and choose "reassess." This will bring you back to the observation. o Copy/paste the summary into the overall comments box or upload the summary as an attachment. o Click “save.”

Example Observation Cycle Conference Summary and Plan Rachel, Thanks so much for your time today! This document is a summary of our conversation, including next steps and resources for your review. As you observed, your greatest strength is your emotional support for students. You connect well with them, respond calmly to their social and emotional needs, and demonstrate a high regard for adolescents. For this coming cycle, we will stay focused on Student Engagement, as that is any area in which you can continue to change lenses, so to speak. We discussed an optical refractor as a metaphor for this work. You previously noticed aspects of behavior management and productivity as instructional support, but we talked about compliance and “busy-ness” as not necessarily equating to developmentally appropriate higher order thinking. This is an area where you can build on your strengths in behavior management, productivity, and emotional support to enhance the ways in which you approach and enact high quality instructional support. In addition to a focus on Student Engagement, we will return to the dimension Quality of Feedback for the next observation cycle. To prepare, please read about these dimensions in your dimensions guide:

• Student Engagement: I’ve attached to this email a comparative chart of low quality (avoid, but good to know!) and high quality student engagement.

• Quality of Feedback

http://userguide.chalkandwire.com/m/Assessor/l/841320-view-student-results-via-reporting-menu



PAGE 17 OF 30

In addition, you might find this to be a VERY cool approach: http://www.cultofpedagogy.com/genius-hour-questions/ When you plan your next lesson, include additional strategies to extend the feedback you provide, including ways to incorporate feedback loops among students. I look forward to seeing this in your next video. I’ll expect your next lesson plan a week from Wednesday (by noon) and then you’ll video record and upload your Friday afternoon block. I’ll post prompts by Sunday. You will post your responses by Monday and then we’ll conference again the following Wednesday at 4:30pm. Don’t hesitate to reach out with any questions as you work through the next few days. Have a great weekend! All the best, Jeff

http://www.cultofpedagogy.com/genius-hour-questions/



PAGE 18 OF 30

Internship Evaluation The internship evaluation provides a framework for interns, mentor teachers, and clinical coaches to monitor and support the interns’ growth during the yearlong internship sequence. Developed in collaboration with P-12 stakeholders, the internship evaluation measures interns’ development on competencies aligned to the Virginia Department of Education’s Uniform Performance Standards for Teachers and the InTASC Model Core Teaching Standards and Learning Progressions for Teachers. Interns are evaluated three times during the internship sequence: at the end of Internship I, at the midpoint of Internship II, and at the end of Internship II. During each evaluation period, the intern completes a self-evaluation, while the mentor and coach complete evaluations of the intern. After completing their evaluations, the intern, mentor teacher, and clinical meet to discuss areas of strength and next steps for growth. There are four categories on the evaluation rating scale: exemplary, proficient, developing, and unacceptable.

• Unacceptable refers to consistent performance below the established standard or in a manner that is inconsistent with the school’s mission and goals. If a candidate scores in the unacceptable range, the mentor, clinical coach, and internship instructor meet with the candidate to discuss strategies for improving performance.

• Developing refers to inconsistent performance below the established standard expressed in the evaluation criteria. A developing teacher candidate's performance may require more support than is typically provided to a first-year teacher. UVA teacher candidates are developing throughout much of the program, and candidates should expect to see some developing ratings during early practicum experiences, Internship I, and a portion of Internship II.

• Proficient refers to performance that consistently demonstrates a particular competency or indicator expressed in the evaluation criteria. A proficient teacher candidate’s performance requires only the support routinely provided to first year teachers. The program expectation is that candidates will be proficient in most or all areas by the end of the teacher education program.

• Exemplary refers to performance, accomplishments, and behaviors that consistently and considerably surpass the established standard and the expectations of a first-year teacher. Candidates may be exemplary in a few areas at the end of the program, but there is no expectation that teacher candidates are exemplary in all areas.

The internship evaluation is a developmental continuum, the expectation is that interns meet the proficient rating in most or all areas by the end of the teacher education program. The program does not expect interns to be proficient in every area during the first few clinical experiences, nor are interns expected to earn exemplary ratings by the end of the program. Directions for completing the internship evaluation in Anthology Portfolio are available on the clinical experience website and will be shared via email during the evaluation periods. A copy of the evaluation is provided below.

https://www.doe.virginia.gov/teaching/performance_evaluation/teacher/index.shtml

https://www.doe.virginia.gov/teaching/performance_evaluation/teacher/index.shtml

https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf



PAGE 19 OF 30



PAGE 20 OF 30



PAGE 21 OF 30



PAGE 22 OF 30



PAGE 23 OF 30



PAGE 24 OF 30



PAGE 25 OF 30



PAGE 26 OF 30



PAGE 27 OF 30



PAGE 28 OF 30



PAGE 29 OF 30



PAGE 30 OF 30

Clinical Coaching Guide: 2021-22 - education.virginia.edu

Documents