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Clinical Component Information for Candidates in Initial Licensure Programs

Clinical Experience: Description and Purpose

Clinical experience provides opportunities for all qualified initial licensure teacher candidates to observe the interactions between the various personnel of a typical urban school and observe and work with children at varying ages, abilities, and grade levels under the guidance of a cooperating teacher and a clinical supervisor. This two-day-per-week experience also provides a unique opportunity for the cooperating teacher and university supervisor to evaluate the knowledge, skills, and disposition of the candidate seeking certification.

Specifically, the field experience should provide the education candidate an opportunity to:

• Assess the strengths and weaknesses of various teaching methods
• Gain exposure and experience in at least two school settings
• Work with children in his/her area of certification under the guidance of a cooperating teacher and a clinical supervisor
• Develop an understanding of the urban school and the urban student in terms of educational philosophy, school mission, organizational structure, and student support delivery systems
• Have cooperating teachers and clinical supervisors assess his/her aptitude, readiness, and attitude
• Establish experiential foundation that will assist in lesson planning, classroom management, and concurrent course content
• Employ technological tools to analyze, reflect, and expound upon lessons taught

General Suggestions to Clinical Component Candidates

Candidates are expected to visit the school prior to the first day of the clinical component to meet the cooperating teacher and develop familiarity with the travel route. Candidates should visit the school’s website to obtain pertinent information such as the school schedule, sign-in procedures and parking arrangements, etc.

Candidates are expected to conduct themselves as guests of the school, maintain professional standards, and follow all rules and regulations established for school staff.

Candidates are strongly advised to minimize other responsibilities, specifically those which

involve inflexible time commitments during the clinical component. Due to the time commitment required for phase two of clinical practice, enrollment in courses other than the concurrent seminars is strongly discouraged.

Candidates must follow school dress codes and grooming regulations.

New Jersey State Law prohibits corporal punishment in all schools.

Title 18A, Education of the New Jersey Statutes reads: No person employed or engaged in a school or educational institution, whether public or private, shall inflict or cause to be inflicted, corporal punishment upon a pupil attending such school or institution; but any such person may, within the scope of his/her employment, use and apply such amounts of force as are reasonable and necessary:

1. Quell a disturbance, threatening physical injury to others;
2. Obtain possession of weapons or other dangerous objects upon the person or within the
3. control of a pupil;
4. For the purpose of self-defense; and
5. For the protection of persons or property; and such acts, or any of them, shall not be construed to constitute corporal punishment within the meaning and intent of this section. Every resolution, by law, rule, ordinance, or other act or authority permitting or authorizing corporal punishment to be inflicted upon a pupil attending a school or educational institution shall be void.

Absence of Cooperating Teacher

In the absence of a cooperating teacher, the candidate must report to the assigned school and consult with the school principal about the classroom assignment for that particular day. It is recommended that the candidate remain in the classroom with the substitute teacher, but not for an extended period of time. If a prolonged absence is expected the candidate should be reassigned to another class. The candidate must inform the clinical supervisor when the cooperating teacher is absent.

Substitute Teaching

A teacher candidate cannot function as a substitute teacher in a classroom when the teacher is absent from school.

Clinical Practice: Description and Purpose

This full time, practice teaching semester is the culminating experience in the professional education sequence. Candidates experience professional teaching under the supervision of a classroom teacher (cooperating teacher) and a clinical supervisor and demonstrate the competencies delineated in the Reflective Urban Practitioner Model and TEAC claims. During the experience, the intern is expected to work with the cooperating teacher and university supervisor to develop a systematic plan that will afford the candidate adequate instructional experience.

The student teacher should engage in teaching activities under the guidance of the mentor cooperating teacher and the university supervisor. The intern will assume the same personal and professional responsibilities as the cooperating teacher. The candidate should learn the procedures of the school district regarding the teacher’s responsibilities and should receive specific guidance from the cooperating teacher on how to fulfill these responsibilities.

The intern should be familiar with the total school curriculum, the specific objectives of the school, and the characteristics of the school population and community.

As a learner and as a responsible teacher, the intern is expected to develop a capacity for reflection, critical thinking, and self-evaluation. The ability to evaluate one’s strengths and weaknesses enables one to improve. During this experience, the intern’s role is to discover how individual and professional abilities are used in the teaching profession and reflect on how best to improve his/her teaching skills. Development of this skill set will be measured by edTPA during phase two of clinical practice.

Some Recommendations for Success during the Clinical Component

1. Contact the principal immediately when visiting the school and when arriving for the first day of the experience.
2. Offer services to the principal and the cooperating teacher when the opportunity arises. Familiarize yourself with the school’s culture and community. Doing so will help candidates become a participating member of the faculty.
3. Establish a friendly, professional relationship with members of the school staff under the guidance of the cooperating teacher.
4. Study the children intelligently, record information carefully, and use it scientifically.
5. Accept graciously the suggestions of your university supervisor. Ask for help and use suggestions.
6. Refrain from adverse criticism of the school or school personnel.
7. Remain after school for needed school conferences or planning meetings with the cooperating teacher.
8. Express appreciation to the principal and the cooperating teacher at the end of the period for the opportunity of working with them.
9. Remember that the conduct of interns reflects upon Ұ������.

Examples of Abuses of Professional Ethics by Interns

1. Ignoring school regulations.
2. Discussing openly confidential information available to the intern.
3. Using excuses when shortcomings are discussed.
4. Quizzing children for the sake of idle curiosity or gossip.
5. Treating children inconsiderately or discourteously.
6. Failing to share responsibilities with the cooperating teacher with regard to extra duties including playground, cafeteria, hall duty, study hall, and special functions.
7. Arriving late, leaving early, or rushing out immediately after classes are dismissed.

Suggested Clinical Practice Activity Schedule

Clinical practice is the ideal time for candidates to apply theory to practice. It is impossible, however, for the candidate to engage in all the activities that are facilitated by a teacher or employ all the techniques and strategies that may enrich the candidate’s experience.

The cooperating teacher should plan with the intern a sequence of activities which, in the cooperating

teacher’s judgment, the candidate may benefit from during clinical practice. The activities will vary in form and content according to the grade level, subject area, and developmental learning levels of the children.

Included in this handbook are a wide variety of activities which the cooperating teacher may find useful in planning a program with the candidate. The plan of activities should be outlined during the first week of clinical practice and implemented and modified as circumstances require.

Criteria for a Good Schedule

The suggested activities and weekly time schedule should do the following:

1. Help the candidate to quickly acquire an understanding and appreciation of the school’s aims and objectives; its program of study; students, population, and community; the responsibilities of faculty members; and the individual teacher’s responsibilities in the operation of the school.
2. Help the candidate to gradually assume full responsibility for teaching by first co-teaching with the cooperating teacher and then completing tasks that contribute to understanding the role of a teacher; and second, by teaching one subject or one class section.
3. Help the cooperating teacher to provide full assurance that high instructional standards are maintained during the clinical component. The cooperating teacher is the immediate supervisor who approves the schedule of activities for the candidate, suggests methods and content for units, approves lesson plans, and evaluates the candidate’s effectiveness.

Clinical Practice (Full Semester)

Phase two of clinical practice for all teacher candidates is 15 weeks. The schedule of “Suggested Activities and Recommended Programs” will follow the same general sequence, i.e. starting with observations, gradually incorporating expanded teaching responsibilities, and ending with full-time teaching.

The sequence and timing of responsibility will be based on the individual readiness of each teacher

candidate. Candidate readiness will be determined by the candidate, cooperating teacher, and the

university supervisor and based on teaching performance.

A Sample of One Possible Scheduling Approach

• First week: Orientation, reflective observation, and analysis of gradually increasing blocks of participation.
• Second and third weeks: Continued observation, participation and the first teaching assignments – perhaps one, then two, lessons a day followed by thorough evaluations.
• Fourth week: During this period the teaching load may increase from about half-time to almost full-time.
• Fifth week Through Completion of Full-time Teaching. During the final week, the intern should have opportunities to observe the cooperating teacher.

Variations between elementary school placements and secondary school placements are required due to differences in scheduling and programming. The secondary school teacher will frequently meet a larger number of candidates and provide instruction in one or two subjects rather than a complete range of subjects. As the secondary school teacher candidate will be teaching several groups of students, a discussion about what class will be taken over first should be held early in the internship. This provides an initial focus for observation activities, and subsequent planning, prior to actual teaching.

Suggested List of Activities by Week

First Week

The first week should be utilized to get acquainted with the school, its personnel, and the students whom the teacher candidate will have in his/her classes. The candidate should:

• Tour the community served by the school.
• Tour the building, noting classrooms and special facilities (art, music, shops, gymnasium, cafeteria, guidance offices, auditorium, social areas, media centers, etc.).
• Study the teacher’s administration manual and faculty bulletins.
• Study student handbooks, school newspapers, and yearbooks.
• Attend student council and club meetings; athletic, musical, and dramatic events; school assemblies, and student rehearsals and practices.
• Attend PTA, faculty, and community meetings about school affairs.
• Study the school schedule, noting opening and closing times, length of class periods, and special features of the schedule.
• Observe classes that you expect to begin teaching first. Note the types of students, and the content and methods used by the mentor teacher.
• Examine the school’s program of studies and courses of study for subject areas and note the scope and sequence of courses.
• Become acquainted with methods of reporting to parents (progress reports, report cards and conferences).

Second Week

By the start of the second week the intern should begin to help the cooperating teacher with many teaching duties and tasks of classroom instruction. The candidate should:

• Prepare an attendance register and grade book that’s similar to those used by the cooperating teacher.
• Introduce current or supplementary material related to a subject matter.
• Make announcements, conduct opening exercises, supervise outdoor activities, dismiss classes, and oversee club activities and study halls. Introduce a lesson or administer and correct tests.
• Study the units of work in classes that you are to teach. Note the scope and sequence of the unit, the project activities, the resources, the evaluation procedures, and the grading policies and their relation to assessment.
• Study the daily lesson plans of the cooperating teacher noting the time devoted to each activity and the variety of activities. Observe techniques for motivating students, utilizing student interests, and using homework in relation to daily lessons.
• Review and learn key features of online grade book portals.
• Get to know the students that you will be teaching first and identify their academic, social, and emotional levels. Note class leaders and potential problems.
• Focus on a unit of work that will be introduced and prepare daily lesson plans for the unit.
• Prepare lesson plans for a week based on the unit of work. Be prepared, by the beginning of the third week, to teach two or three subjects in the elementary grades or one or two sections of your major subject in the secondary field.
• Begin preparation of a unit of work, incorporating ideas approved by the cooperating teacher.
• Focus on integrating technology into lesson plans.

Third Week

The third week may be devoted to:

• Acquiring additional understanding of the school and students in the classes to be taught.
• Further study and observation of content and methods in subjects and grades to be taught.
• Teaching selected lessons and classes based on lesson plans approved by the cooperating teacher.
• Completing a unit of work based on the course of study on which daily lesson plans will be developed; such a unit will need the careful scrutiny of the cooperating teacher. The unit may incorporate the ideas of the intern, as supplemented and approved by the cooperating teacher.

Fourth Week

By the fourth week, the intern should have a reasonable grasp of the total school situation and be fully accepted as a co-teacher with the cooperating teacher. The intern may be expected to:

• Assume a majority of the teaching load.
• Prepare effective weekly lesson plans and manage the extra instructional duties of the teacher.
• Accept full responsibility for class activities related to teaching.
• Assume at least a half-time teaching load (in the elementary grades three or four subjects, and in the secondary grades two or three major subjects and one minor subject) and devote the major portion of this time to planning and working with classroom groups.
• Know and plan for the class sections and subjects that will complete a full teaching load.
• Plan regular conferences with the cooperating teacher concerning the school, teaching techniques, lesson planning, the children, discipline, and classroom management.
• Teach using planned instructional techniques, prepare and administer tests or assessments, and hold conferences with students and parents as needed.
• Schedule regular conferences with cooperating teacher and university supervisor to discuss and evaluate progress.

Fifth Week through Completion of Experience

From the fifth week through completion of the experience the intern should be:

• Teaching full-time.
• Preparing and introducing units of work.
• Organizing activities under major headings according to purpose.
• Recording and summarizing all activites.
• Holding daily conferences with the cooperating teacher.
• Spending time observing the cooperating teacher.

Lessons Plans

Lesson planning is emphasized as essential for teaching in the candidate’s professional preparation. Teacher candidates must demonstrate the ability to write relevant, detailed lesson plans and teach effectively from them. When an intern assumes responsibility for a class or a subject, he/she should furnish written lesson plans that incorporate the Common Core State Standards and the NJ Professional Standards for Teachers to the cooperating teacher; this should be completed at least two days in advance in order to profit from the feedback of the cooperating teacher.

The University supervisor will evaluate/oversee/supervise the types of plans developed by the candidate and will generally offer suggestions. All plans to be used in the classroom must be approved by the cooperating teacher. Plans are integral in the evaluation of the internship.

When used with a teaching unit, daily lesson plans should indicate:

• Topic (Problem)
• Objectives
• Activities and Content
• Motivation
• Materials
• Evaluation (after the lesson is taught)

The intern can benefit greatly from the helpful guidance of an experienced teacher on how to prepare and utilize lesson plans. The candidate may use either the outline for daily plans required in the assigned school district or one suggested by the cooperating teacher. Whatever the outline, the intern will be expected to prepare well written plans.

The Unit Plan or Teaching Unit

The unit plan or teaching unit is a detailed guide for teaching a particular topic or problem for an extended period of time, perhaps several weeks. It contains:

1. Title (worded as a problem)
2. Objectives (desired outcomes)
   1. Understandings
   2. Skills and abilities
   3. Attitudes and applications
3. Outline of basic content
4. Activities (Learning Experiences)
   1. Initiatory or introductory
   2. Developmental (locate, evaluate, interpret materials dealing with questions).
   3. Culminating or concluding (summarizing experiences)
   4. Materials (materials that contribute to desired outcomes)
5. Evaluation (as the unit progresses) with analysis of student learning

It is highly desirable that teacher candidates develop such a teaching unit and use the unit with a class. Candidates may take units of work available in the school under guidance and adapt them for their classes. The university recognizes that successful use of teaching units depends primarily on the interests, skills, and abilities of the teacher. Although teaching is not based on unit development, the series of daily lesson plans should be kept together to show the direction and scope of classroom work. It is important for candidates to demonstrate the student learning that resulted from their teaching, to analyze this learning, and to make plans for improving learning and instruction.