Office of Field Services

Handbook 2020-2021

Office of Field Services (OFS)

Campus Location: Julka Hall 187 For Information Call: (216) 687-4616; Fax: (216) 687-4636

Email: ofsassistant@csuohio.edu Web: cehs.csuohio.edu/office-of-field-services

Office of Field Services Rev. July 2020 2

COVID-19 STATEMENT

The COVID-19 pandemic is still present and serious. Many of you will once

again be teaching via online instruction or a hybrid model of online and in-

person instruction. It is imperative that you follow all of the school districts

policies for COVID-19 precautions. Students who violate this protocol will

need to leave the classroom and MAY lose their placement. Repeated

violations of these health-saving protocols may lead to sanctions under the

CSU Student Code of Conduct (3344-83-04 [E] and [Z]) up to and including

suspension or expulsion. The CSU community thanks you for your

cooperation.

Office of Field Services Rev. July 2020 3

Table of Contents

Section 1: Introduction .................................................................................................................................. 6

Section 2: OFS Mission Statement ................................................................................................................. 6

Section 3: The First Field Experiences (Methods Courses) ............................................................................ 8

Section 3.1: CREATE Program .................................................................................................................... 8

Section 3.2: CSUteach Program ................................................................................................................. 8

Section 3.3: Non-Academic Pre-Requisite Information ............................................................................. 8

Section 3.4: Campusnet Registration ........................................................................................................ 8

Section 4: The First Field Experiences ........................................................................................................... 9

Section 4.1: Application process ................................................................................................................ 9

Section 4.2: Things to Know When in the Field ....................................................................................... 10

Section 5: Before the Final Year Experiences .............................................................................................. 14

Section 5.1: Working During IT2, AT2 or ST ............................................................................................. 14

Section 5.2: Taking Classes During Final Field Experiences ................................................................... 14

Section 5.3: Petitions ............................................................................................................................... 14

Section 5.4: Long Distance Internships .................................................................................................... 15

Section 6: ***Important—Please read*** .................................................................................................. 16

Section 6.1: From the Office of the Dean ................................................................................................ 16

Section 7: The Placement Process ............................................................................................................... 18

Section 7.1: Application Process .............................................................................................................. 18

Section 7.2: Prerequisites Information .................................................................................................... 19

Section 7.3: Placement Information ........................................................................................................ 20

Section 7.4: Placement Notification ........................................................................................................ 21

Section 7.5: Orientation ........................................................................................................................... 22

Section 8: The Intern.................................................................................................................................... 24

Section 8.1: Types of Field Experiences ................................................................................................... 24

Section 8.2: Professionalism .................................................................................................................... 25

Section 8.3: Presentation of Self ............................................................................................................. 29

Section 8.4: Protecting Children’s Safety ................................................................................................ 32

Section 8.5: Support People .................................................................................................................... 35

Section 8.6: Getting Started..................................................................................................................... 36

Office of Field Services Rev. July 2020 4

Section 8.7: During the Experience ......................................................................................................... 37

Section 8.8: Lesson Planning ................................................................................................................... 42

Section 8.9: Completing the Experience .................................................................................................. 43

Section 9: The Mentor ................................................................................................................................. 44

Section 9.1: Mentor Qualifications .......................................................................................................... 44

Section 9.2: Mentor Identification Process ............................................................................................. 45

Section 9.3: Types of Field Experiences ................................................................................................... 46

Section 9.4: Getting Started..................................................................................................................... 48

Section 9.5: During the Experience ......................................................................................................... 50

Section 9.6: Completing the Experience .................................................................................................. 53

Section 9.7: OFS Observations and Triad Conferences ........................................................................... 53

Section 10: The Supervisor .......................................................................................................................... 56

Section 10.1: General Information .......................................................................................................... 57

Section 10.2: Attendance......................................................................................................................... 57

Section 10.3: Academics .......................................................................................................................... 58

Section 10.4: Getting Started .................................................................................................................. 59

Section 10.5: During the Experience ....................................................................................................... 59

Section10.6: OFS Observations and Triad Conferences .......................................................................... 60

Section10.7: Completing the Experience................................................................................................. 61

Section 11:The Seminar Leader ................................................................................................................... 62

Section 11.1: General Information .......................................................................................................... 62

Section 11.2: Duties ................................................................................................................................. 62

Section 11.3: Concerns with the Intern ................................................................................................... 63

Section 12: Office of Field Services .............................................................................................................. 63

Section 12.1: Professional Dispositions ................................................................................................... 64

Section 12.2: Career Services.................................................................................................................. 64

Section 12.3: Intern Supports .................................................................................................................. 64

Section 12.4: Concerns with the Intern ................................................................................................... 64

Section 13: Intersession Process (Graphic).................................................................................................. 65

Section 13.1: Intercession Process .......................................................................................................... 66

Section 14: Model of Teaching .................................................................................................................... 71

Section 15: Graduating Without Licensure.................................................................................................. 72

Section 16: Student Resources .................................................................................................................... 72

Office of Field Services Rev. July 2020 5

Section 16.1: Education Student Service Center (ESSC) ........................................................................... 72

Section 16.2: The Writing Center ............................................................................................................. 73

Section 16.3: Curriculum Library .............................................................................................................. 73

Section 16.4: Judicial Affairs.................................................................................................................... 73

Section 16.5: Office of Disability Services ............................................................................................... 74

Section 16.6: CSU Care Team .................................................................................................................. 74

Section 16.7: Lift Up Vikes ....................................................................................................................... 75

Section 16.8: Career Services and Placement Center .............................................................................. 75

Section 16.9: Ombudsperson.................................................................................................................... 75

Section 17: Endorsements ........................................................................................................................... 76

Section 17.1: Reading Endorsement Program .......................................................................................... 76

Section 17.2: 4th/5th Grade Generalist Endorsement .............................................................................. 76

Section 17.3: Teaching English to Speakers of Other Languages (TESOL) Endorsement .......................... 77

Section 17.4: Online Gifted Education Program ...................................................................................... 77

Section 17.5: Computer and Technology Teaching Endorsement ............................................................. 77

Section 17.6: Online Teaching Certificate ................................................................................................ 77

Section 17.7: Middle Childhood Endorsement .......................................................................................... 77

Office of Field Services Rev. July 2020 6

Section 1: Introduction

This Handbook is designed to help facilitate a successful field experience for the student, mentor and supervisor. It contains the answers to many frequently asked questions. Please read the Handbook to become familiar with the information needed before, during and after the field

experiences. Please note: To facilitate the ease of reading, the term intern is used to denote all students in a field

experience. The following abbreviations are used throughout the handbook:

• IT = Internships

• AT = Apprenticeship

• PR=Practicum

• ST=Student Teaching

• RT = Rotation

• St1= Step 1

• St2= EDB 242 (Introduction to Education, STEM & Humanities)

• CI= Classroom Interactions

Section 2: OFS Mission Statement

The mission of OFS is to facilitate all aspects of the field experiences—including matching,

orientation, supervision, and evaluation—to ensure that all Cleveland State students and interns have educative experiences that will aid them in their development into highly skilled, effective, hardworking, reflective, and responsive educators. To accomplish this task, our office has established four major goals:

1. We will make timely and appropriate matches for CSU interns 2. We will provide useful information and maintain effective communications with interns, supervisors,

and mentor teachers

3. We will monitor CSU student and intern field experiences to ensure that the experiences are educative

4. Where necessary, we will mediate concerns arising from interns, supervisors, mentors, and school administrators

Office of Field Services Rev. July 2020 7

The Early Field Experiences

General Information

The First Field Experiences

CREATE Program

CSUteach Program

The Placement Process

Application Process

Prerequisites Information

Placement Information

Placement Notification

Orientation

Office of Field Services Rev. July 2020 8

Section 3: The First Field Experiences

(Methods Courses)

The First Field Experiences (Methods Courses) 1. The CREATE Program

2. The CSUteach Program

3. Non-Academic Prerequisite information

The first field experience is the beginning transition from student to professional. In order to make

this first step a successful one there are several considerations before enrolling in a class with a

field experience component.

Section 3.1: CREATE Program (Early Childhood, Special Education, Middle Childhood, Physical Education/Health licensures)

The first field experiences for the CREATE program are the Rotation classes. The rotation classes

meet in an assigned school during class times. Students will need to provide their own

transportation to and from the assigned school.

Section 3.2: CSUteach Program (Secondary Math, Science, Language Arts, & Social Studies, K-12 World Languages Licensure)

The first three field courses for the CSUteach program are Step 1, Introduction to Education (EDB

242), and Classroom Interactions. These classes require field time separate from class time. The

student needs to assure their schedule allows tor the required field hours as well as travel to and

from the school and parking time if returning to the university. The students need to provide their

own transportation to and from the field site.

Section 3.3: Non-Academic Pre-Requisite Information Before any student is allowed to enter the field, they must first have a valid FBI and BCI

background check on file with the Office of Field Services. A valid background check is required

to be on file with OFS for the entire field placement. Background checks expiring mid-semester

will be cause for a student to be removed from the field until a new background check has been

received by OFS.

Background checks are valid for one-year from issuance. They can be completed on campus in the

Education Student Service Center (ESSC) Monday through Friday. More information on

background checks is available on the College Advising Office (ESSC) website and in field

classes.

Section 3.4: Campusnet Registration Methods students must be enrolled in the Methods Class for which the field experience is

required. If an intern withdraws from the Methods Class, he/she must contact OFS to also be

withdrawn from the field experience.

Office of Field Services Rev. July 2020 9

Section 4: The First Field Experiences

The First Field Experiences 1. Application Process

2. Things to know when in the Field

Section 4.1: Application process The Request for Field Experience application is completed via the OFS webpage at https://cehs.csuohio.edu/office-of-field-services/office-field-services-ofs-online-applications

Once on this webpage, view the virtual information session by following the CLICK HERE link under Action 1(blue arrow)

• Late Applications: Applications submitted after the above timeframes will be charged a late fee and

may be denied a placement.

• Information Sessions: All students applying for EARLY FIELD Experiences are required to participate

in an Information Session. See OFS website for the Virtual Information Session. This session gives information that will help a student successfully prepare for their field work.

• Enrollment Information: In order to complete the enrollment for the Field Experience class, register on

Campusnet. Late enrollment fees may apply if this step is not completed.

• Placement Notification: CREATE students are notified by their class instructor of field site. CSUteach students will receive an email from OFS giving placement details.

Office of Field Services Rev. July 2020 10

Section 4.2: Things to Know When in the Field Site Security:

• Due to increased security measures, it is imperative all schools know exactly who has permission to be in their schools. Therefore:

o Follow proper procedures and wear CSU ID at all times when in the field.

• Lanyards& holders available from OFS offices o Sign in and out of sites in the main office

o Take your driver’s license or state I.D. when visiting schools, it may be needed to sign-in.

Professional Digital Citizenship

• Adhere to CSU information and Technology Resources General Policy on campus and in the

field

• Learn the technology and cell phone policies and procedures of the placement district, these policies include but are not limited to the following activities:

O Use of computer, tablets, cell phones, or personal electronic devices

O Access to computer systems

O Possession of computer software or data

O Copying or use of computer software or data

O Use of computer accounts

O Use of computer-related equipment

O Use of social media Attendance Expectations

• Sign in and out every time upon entering or leaving the field placement school

• Be present for the full duration of the time scheduled for the day

• Notify the mentor teacher ahead of time for any anticipated absences or as soon as possible in case of unexpected absences

• Complete all required hours in order to be successful in course Appearance

Dress neatly in a comfortable, professional manner, in some cases surpassing the local custom. The following are guidelines:

▪ Casual pants without holes, rips, or tears, and no jeans except on special days (e.g. field trip and outside activity)

▪ Skirts/Dresses should be no shorter than 3 inches above the knee

▪ Males should wear a collared shirt (tie recommended)

▪ No clothing with inappropriate sayings, symbols/ designs or pictures

▪ No low cut tops

▪ No midriff baring tops, tanks, halter tops, or tops with spaghetti straps

including sundresses with these types of straps

▪ No athletic attire (except Physical educ. Students)

▪ No flip flops, wear appropriate foot attire

▪ Proper grooming is important

Office of Field Services Rev. July 2020 11

▪ Make- up and jewelry should be tasteful. Body piercings should be removed. Tattoos should be covered if possible. Avoid brightly dyed hair

• *Remember the importance of your online professional appearance. Although your field experience may be virtual, you are still representing your placement school and Cleveland State University.

Courtesy You are a guest in the mentor teacher’s classroom

• Be flexible your priorities may not be your mentor’s priorities

• Follow CSU’s Professional Disposition while in the field

• Follow school rules

• A mentor and/or principal has the right to revoke the intern’s invitation if the intern is not displaying professional behaviors

Confidentiality

• Limit Side-Bar conversations when in the classroom-especially about children.

• Use only first names when discussing/writing about children.

• Follow Chain of Command and/or School protocols for sharing/transporting sensitive information.

• Complete OFS Incident report for any observed incidence of violence and/or injury at

site. Professional Boundaries

• Do not violate others’ civil rights

• Do not share any personal contact information with students or parents

• Do not transport a student in your car

• Do not befriend students outside of the classroom

• Follow school policy around adult/student physical contact

• Do not restrain a student

Conflict Resolution

• Have awareness of biases

• Identify a safe time and place to talk

• Clarify individual perceptions, seek third party help if needed

• Use I statement when addressing concerns

• Use active listening, restate what you hear

• Generate options with a win-win outcome

• Agree upon a peaceful resolution

Ethical Considerations

• Children’s welfare and education come first

• Complete and submit an OFS Incident Report for situations that make you feel uncomfortable, seek guidance on how to handle the situation from university personnel

• Report suspected child abuse to authorities

Office of Field Services Rev. July 2020 12

Health and Allergy Limitations Interns are responsible for learning the school’s policies. Interns need to be knowledgeable about

all children with allergies in their classroom and proper course of action if a problem should arise. At NO TIME should an intern administer any type of medication to a student. Emergency Drills

It is the Intern’s responsibility to inquire about the school’s policies and procedures for emergency drills, including fire, tornado, emergency and lockdown drills. The intern should participate in emergency drills and know the safety locations for such drills.

Incident Reports An Incident/Injury Report, available on the OFS website, should be completed and submitted to OFS when any of the following occur

• A child under the supervision of the intern is transported to a source of emergency assistance

• An unusual or unexpected incident occurs which jeopardizes the safety of a child under the supervision of the intern or staff: such as a child left unattended, a child or intern is exposed to a

threatening person, or a vehicle accident during school transportation.

• Intern is injured or threatened during school hours. Forms should be completed and returned to OFS within 48 hours of incident. Forms can be

obtained online or from Supervisor.

Drug Use The College of Education and Human Services takes drug use very seriously. A drug abuse

offense, as defined in section 2925.01 of the Ohio Revised Code, that is not a minor misdemeanor, is a valid reason for the state of Ohio to refuse to issue a teaching license. If a mentor or supervisor suspects an intern of drug use or abuse, they must report their suspicions immediately to the Office of Field Services. The Office of Field Services will work directly

with school administrators to determine what actions should be taken, including removal from a match or from the licensure program. If an intern suspects a student of drug use/abuse, complete the following:

• Report concern to mentor teacher immediately

• Assist mentor teacher in following the relevant school policy

• Report concern to Supervisor and the Office of Field Services

• Exercise discretion and maintain confidentiality

If an intern suspects another faculty/staff member of drug use/abuse, complete the following:

• Report concern to Supervisor and the Office of Field Services.

• Report concern to School Principal or another administrator.

• Exercise discretion and maintain confidentiality. Concerns in the Field

• Interns are guest in the classroom. When concerns arise in the field, OFS guides the decision-making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility. A course

instructor, mentor or both can bring a concern about an Intern to OFS. Interns who have a concern with their mentor can also report that concern to the course instructor or OFS.

**More information on Early Field Placements can be found throughout the handbook.**

Office of Field Services Rev. July 2020 13

The Final Year Experiences General Information

Before the Field Experience

Working During Internship

Taking Classes during Internships

Petitions

Long Distance Internships

The Placement Process

Application Process

Prerequisites Information

Placement Information

Placement Notification

Orientation

Office of Field Services Rev. July 2020 14

Section 5: Before the Final Year

Experiences

Before the Final Year Field Experiences 1. Working During IT2, AT2 or ST

2. Taking Classes during Final Field Experiences

3. Petitions

4. Long Distance Internships

Final Field experience classes are the last steps before a student enters into the world of professional education. In order to make this step a successful one, there are several considerations before enrolling in a class with a field experience component.

Section 5.1: Working During IT2, AT2 or ST Final Semester interns are expected to take on the duties of the full-time teacher thus it is

recommended working outside of the internship be very limited.

• It is the responsibility of the intern to make arrangements with their outside jobs. OFS does not

schedule field experiences around interns’ work schedules.

• Completing your internship where you are currently employed is discouraged by OFS. If a student does wish to complete an internship at the site of employment, the student works with a faculty

advisor, school and district administrators to complete a petition clearly demonstrating how the requirements of the internship will be satisfied. Student must also have a completed the Conflict of Interest Form and the Mentor Data sheet to have the placement considered.

Section 5.2: Taking Classes During Final Field Experiences

• Many programs require practicum/IT1 and AT1 interns to take university courses concurrently. The intern must check with their advisor or review their intake checklist to verify the co-requisite course(s). Some licensure programs also require student teaching/IT2/AT2 interns to take one

course concurrently.

• In order to maintain full time status, undergraduate students need to register for at least 12 credits.

• Student teaching/IT2/AT2interns are only permitted to take one course during their internship.

Taking more than one class must be approved through petition.

Section 5.3: Petitions Certain requests are only granted through the petition process. Petitions are processed through the Education Student Service Center (ESSC). The student’s application with OFS will not be active

until after the petition has been approved. The Petition committee meets every other Friday. The expected turnaround time on petitions is 4-6 weeks.

Office of Field Services Rev. July 2020 15

Examples of Petitions:

• Taking a pre-requisite class with an experience.

• Waiving a non-academic prerequisite.

• Taking more than one class with Student Teaching

• To repeat an experience

• Waive an experience

• To do an experience at place of employment

• Graduate without licensure

• Complete experience as a long-distance placement

Section 5.4: Long Distance Internships If a student from another university wishes to complete an internship through OFS, that student

must complete the following steps:

• Contact your home university’s Office of Field Services (or equivalent) to indicate your intention to complete your internship as a transient student. Ask your home university to contact OFS to make

arrangements for an appropriate match.

• Complete the OFS online application during the normal application window, the semester prior to the semester the student will complete the internship.

• Attend the CSU orientation the week prior to the start of the semester.

• Complete all CSU requirements as listed in the syllabus and be evaluated according to the CSU observation forms, unless your home university has provided alternate assignment guidelines and/or

evaluation forms.

• Your home university is responsible for paying a fee of $1000 to OFS. OFS will use this fee to cover material costs, placement costs, supervisor mileage, and mentor and supervisor pay at current

CSU rates. Cleveland State Student’s wishing to complete an experience outside of Cleveland State’s normal placement area will need to petition for permission and least one semester before the placement

will be made. Two different options may apply: 1. The placement is outside of the normal placement area (approximately 30 miles around CSU

campus.) but OFS has a supervisor who lives within 30 miles of the requested district.

2. The placement is more than 30 miles away from CSU Campus and OFS does not have a supervisor who lives within 30 miles of the requested district so must contract with another University for supervision.

Students are urged to meet with the director of OFS before petitioning for a long-distance placement to assure the correct option.

Office of Field Services Rev. July 2020 16

Section 6: ***Important—Please read***

Section 6.1: From the Office of the Dean Internship/Apprentice Teaching Experience for Fall 2020

June 5, 2020

Dear Candidates, This message provides information about what candidates enrolled in an internship/apprentice

teaching experience for Fall 2020 can expect. We understand the ongoing uncertainty of the COVID pandemic situation is stressful especially in addition to other stressors you may be experiencing during this crisis.

Although we cannot provide you with a full set of definitive answers about the fall, we assure you that college staff are working hard throughout the summer to ensure a meaningful and educative experience. Your experience will prepare you for teaching and qualify you for

licensure. As college staff engage in this work, they are operating under these principles: 1. Safety of teacher candidates, K-12 teachers and students, and university clinical faculty is paramount. The college will adhere closely to all Ohio governor’s public

health orders and protocols, as well as district-specific procedures adopted by our K-12 partners. 2. Adherence to licensing requirements will be maintained. The Ohio Department of

Higher Education and legislature have been flexible in working with educator preparation programs to satisfy licensure requirements. The college will continue to monitor and adjust accordingly to ensure that all licensure requirements are met.

3. Flexibility is key. Because of the changing nature of the pandemic, shifting policies, and variation in K-12 approaches for repopulating K-12 schools, we ask you to be flexible in your expectations for the upcoming field experience. It will most likely include a

combination of face-to-face, live remote, and asynchronous online instruction. Supervision and seminars may look very different, and everyone will need to be prepared to adapt to new and sometimes uncomfortable technologies.

4. Communication is valued. The college will provide you with the most up-to-date and accurate information available to us. New information will be shared via email and posted on college web sites. Please check these regularly for updates.

5. Partnerships are essential. The college has established strong partnerships with K-12 schools. We fully expect to provide experiences for all candidates, and we will seek assistance from our partners in arranging these experiences. In return for providing

Office of Field Services Rev. July 2020 17

opportunities for our candidates, the college is committed to addressing the needs of K- 12 schools as they move to deliver instruction in new ways. All school personnel,

including teacher candidates, may need to take on new roles. The following paragraphs include important information and dates that may have shifted, so please note the following:

1. Placement information will come later in the summer, after district partners have confirmed fall COVID procedures for allowing student interns into the school and we have clearer pictures for school capacity to host interns.

2. Non-Academic Prerequisites. The deadline for submitting your packet is now August 24th (BCI/FBI, physical, Hep B, TB tests, register for OAEs). If you are having difficulty getting an updated background check or immunizations, please keep the Office of Field

Services informed so that we know about your status. 3. Licensure tests. The official college policy for internship/apprentice teaching 2

candidates (i.e. completing the program in the fall) is to take all licensure tests prior to the experience. Although some Pearson testing sites are open, many are still closed. Our current expectation is that you show proof of registration for all required tests by August 24th.

4. Orientation. August 20, 2020. Orientation activities will be held virtually. Access information to be provided through OFS later in the summer.

5. Professional Development. To supplement your clinical experience and provide you with additional skills for remote and face-to-face teaching, the college will be coordinating additional professional development experiences in special topics.

6. Postponing fall experience. If you feel you cannot complete a fall experience for any reason, please reach out to the Office of Field Services to discuss and talk through the available options.

We hope that this has provided you with assurances and information about fall experiences. Please know that we are committed to your success and program completion. Feel free to reach out to us to share any concerns you may have. We are here to help.

Sincerely, Sajit Zachariah, Dean

Brian Yusko, Associate Dean Tachelle Banks, Associate Dean

Office of Field Services Rev. July 2020 18

Section 7: The Placement Process

THE PLACEMENT PROCESS 1 Application Process

2 Prerequisites Information

3 Placement Information

4 Placement Notification

5 Orientation

Section 7.1: Application Process Application The Request for Field Experience application is completed via the OFS webpage at https://cehs.csuohio.edu/office-of-field-services/office-field-services-ofs-online-applications

First Complete Action 1 (blue arrow) by viewing the virtual Information Session, then Click on Application (Red arrow) to complete the Application.

Office of Field Services Rev. July 2020 19

Late Applications Applications submitted after the above timeframes will be charged a late fee and may be

denied a placement. Information Sessions

All students applying for practicum/student teaching IT1/IT2, or AT1/AT2 are required to participate in an Information Session. See OFS website for the Virtual Information Session. This session gives information that is required for a student to successfully prepare for their final year of field work.

Enrollment Information In order to complete the enrollment for the Field Experience class, register on Campusnet. Late enrollment fees may apply if this step is not completed.

Section 7.2: Prerequisites Information Academic Prerequisites (Click HERE for field experience information/requirements) Prior to your Practicum, student teaching, ATI, ATII, IT1 or IT2 field experience, OFS will check for

evidence that satisfies the following requirements:

• Completion of all prerequisite courses according to the program of study for your licensure area

• Overall GPA of at least 2.75

• Professional GPA of at least 2.75 (with no D’s, F’s, Incompletes, or X’s in professional course work)

• Content GPA of at least 2.5 (per content area for middle and secondary licensure)

• All I’s, X’s, F’s must be resolved before being allowed to enter the field.

Non-academic Prerequisites for Field Experiences All of the un-shaded items listed by your licensure program need to be submitted to the Office of

Field Services as a complete packet by May 1st for Fall (Fall Date has been extended to August 7, 2020)/Summer Placements or November 15th for Spring Placements. Failure to turn in these required forms may jeopardize your ability to complete a field placement and meet program requirements. Make extra copies of all these forms to present to the school(s) and for your

personal records. Click HERE for link to Prerequisite Checklist. Background Checks In order for any student to be allowed in the field, they must have a valid FBI and BCI background check on file with the Office of Field Services. A valid background check is required

to be on

file with

OFS for the entire field placement. Background checks expiring mid-semester will be cause for a student to be removed from the field until a new background check has been received by OFS.

All applications are to be completed within the following time periods:

Summer *TESOL & Certain Graduate programs only December 1st through February 15th

Fall December 1st through February 15th

Spring August 1st through September 15th

Office of Field Services Rev. July 2020 20

Background checks are valid for one-year from issuance. They can be completed on campus in the Education Student Service Center (ESSC) Monday through Friday. Background checks may take up

to 6 weeks to be received by OFS. Note: All advising services are accessible remotely and the ESSC staff is available to help all CEHS students. Please click HERE for information on how to seek advising and general college

updates related to COVID-19 virtually. Ohio Assessment for Educators (OAE) Pearson Exams Student Teaching, Apprenticeship II, Internship II Interns are required to take their OAE Pearson

exams before the start of their experience. OAE proof of registration is due with the Prerequisite package. Proof that Some program areas are not required to take the OAEs but do have other required tests. Information on tests required and registration information can be found at www.oh.nesinc.com. ODE will automatically get the results of testing, but Cleveland State

University must be designated as a recipient for each test registration. Steps for OAE prerequisite proof:

1. Register for OAE exams and submit receipt from Pearson with completed Pre-requisite packet by May 1st for fall placements and Nov. 15th for spring placements.

2. Attempt OAE exams and email the OAE Score Page (test scores may still be pending) to ofsassistant@csuohio.edu by: August 1st for fall and December 20th for spring

Please Note: Students are not permitted in the field until all exams have been attempted

Section 7.3: Placement Information OFS program coordinators work with school placement coordinators to place Interns. Students may not contact schools or teachers directly to request placement. Many details must be taken into consideration for each person’s placement, including licensure area, required diversity in grade

levels and content areas, urban requirements, transportation requests, and conflicts of interest as well as how many interns are being placed in a district or school. Mileage to a school from an intern’s home address is calculated and taken into consideration. Every effort is made to place students in the best available school. Contacting schools may lead to a delay or withdrawal from

placement. Conflicts of Interest

• Completing an experience in the school the Intern attended (under 10 years from graduation date)

• Completing experience in a school where family/friend works or attends

• Completing where the intern is employed, unless approved through a petition.

Special Match Requests

To request a Special Match, complete the Special Match Request Form by October 1st for fall placements and March 1st for spring and/or summer placements. Any requests received after this time will not be honored. The best effort to accommodate special match requests is made but not all can be granted. Only special matches that do not conflict with licensure requirements or the

urban placement requirement and do not cause a conflict of interest will be considered. Students may not contact schools directly to request placements. Contacting schools may lead to a delay or withdrawal from placement.

Office of Field Services Rev. July 2020 21

Urban requirements All students are required to have a minimum of one urban placement in a major field experience.

Early field experiences, such as Methods courses are not included in meeting this requirement. Due to the nature of our partnerships, there is a high likelihood that both placements will be in an urban school.

Shared Experience In order to provide some interns with the opportunity to teach a variety of subjects, it may be necessary for two or three mentors to share one intern for the full semester. This typically occurs

in middle childhood or secondary licensure areas where there is a need to teach multiple subjects in the same grade levels. Shared experiences can be defined in two ways:

• Two mentors share one intern for the full 15 weeks, for example, mornings teaching math and

afternoons teaching science.

• An intern will spend 7 weeks with one mentor and 8 weeks with another mentor, for example, 7

weeks teaching math and the next 8 weeks teaching science within the same school. Decisions about how to arrange shared experiences are made by mentor teachers in consultation with the CSU Program Coordinator.

Split Experience Some licensure programs (for example, P.E. & Music,) have split experiences. The intern will spend 8 weeks of the semester in one placement and 7 weeks of the semester in another

school.

Year Long Experience AT 1 & 2 are placed as yearlong placements. Interns will do 80 hours in the fall

semester over 15 weeks then return when their school returns from winter break to complete 12 weeks of Apprenticeship 2 in the spring with the same mentor. IT 1 & 2 in early childhood and Middle childhood can request to loop with the same mentor(s) but this is not guaranteed. Early Childhood needs to have experience in at

least two grade bands while Middle needs to have experience in both subject areas. Special Education placements are rarely looped as the intern needs a k-8 and a high school placement.

Section 7.4: Placement Notification Information regarding confirmed matches is communicated by CSU email, provided the student has met all eligibility requirements, including the submission of non-academic prerequisites and after grades are posted and TaskStream Portfolio requirements are met but prior to the start of

their internships. If all requirements are not completed within ten business days prior to the start of the semester, a student’s placement cannot be guaranteed. Match information will include contact information for schools and mentor teachers. Students are then to contact their mentor teachers within seven days of receiving the information. Students will also receive

information concerning the dates of mandatory orientations for their internships. Students need to make note of these dates on their calendars and clear their schedules to attend.

Office of Field Services Rev. July 2020 22

Section 7.5: Orientation

***FALL 2020 ORIENTATION ***

Mandatory orientations are held during the week prior to the start of the internship. (Summer Orientations may be held earlier.) Dates and information for the Orientation will be sent with match information. Failure to attend this orientation may result in a late start to the experience, as

students may not begin internships without attending the orientation. Interns will receive important information and training at the orientation including:

• Intern Packets

• Mentor Packets

• Mandatory Child Abuse Prevention training

• What to do the First Day

• Introduction to Supervisors

Office of Field Services Rev. July 2020 23

The Intern Types of Field Experiences

Professionalism Presentation of Self

Protecting Children’s Safety Support People Getting Started

During the Experience

Lesson Planning Completing the Experience

The Mentor Mentor Qualifications

Mentor Identification Process Types of Field Experiences

Getting Started During the Experience

Completing the Experience OFS Observation and Triad Conferences

The Supervisor General Information

Attendance Academics

Getting Started During The Experience

OFS Observations and Triad Conferences Duties

Completing the Experience

Office of Field Services Professional Dispositions

Career Services Intern Supports

Concerns with the Intern

Intercession Flow Chart

Process

Office of Field Services Rev. July 2020 24

Section 8: The Intern

The Intern 1 Types of Field Experiences

2 Professionalism

3 Presentation of Self

4 Protecting Children’s Safety

5 Support People

6 Getting Started

7 During the Experience

8 Lesson Planning

9 Completing the Experience

Section 8.1: Types of Field Experiences Students are encouraged to schedule regular appointments with their academic advisor to ensure that they are taking the correct coursework and meeting program requirements for graduation.

Each licensure area has specific requirements for the major field experiences. Each student’s program of study determines the requirements. Assignments for each experience are listed on the class syllabus. Below are some examples of cycles. Those unsure of which cycle to follow should see advising.

Early, Middle and Special Education Enrolled prior to Fall, 2014 Course Required Field Hours Teaching responsibility

Methods 20 to 72 hours (Program dependent)

Course instructors determine and notify students of the requirements of the experience.

Practicum 16 hours per week for 15 weeks (4 hours a day, 4 days a week)

Work with small student groups, teach mentor teachers’ lessons, gather and develop instructional materials, and gradually take responsibility for developing and teaching own lessons in the classroom

Student Teaching

Contracted hours of the teacher for 15 weeks

Full responsibilities of the classroom teacher by week 8.

CREATE Early, Middle and Special Education Starting Fall, 2014 Enrollment.

Course Required Field Hours Teaching responsibility

Rotation & Seminar I (R I)

3.75 hours, 2 days per

week for 4 weeks.

Focus on Social Foundations in Education

Rotation & Seminar II (R II)

3.75 hours, 2 days per week for 10 weeks.

Focus on Assessment and Instruction *When possible, Instructors will hold class on site during field hour

weeks.

Rotation & Seminar IIII (R III)

3.75 hours, 2 days per

week for 10 weeks.

Focus on Students as Learners

*When possible, Instructors will hold class on site during field hour

weeks.

Internship I (IT1)

M-TH mornings, 3

hours/morning for entire semester (12 hours a

week)

Work with small student groups, teach mentor teachers’ lessons, gather and develop instructional materials, and gradually take responsibility for developing and teaching own lessons in the classroom. Full teaching for at least 2 weeks at end of semester.

Internship II (IT2)

Contracted hours of the teacher for 15 weeks

Full responsibilities of the classroom teacher by week 8.

Office of Field Services Rev. July 2020 25

CSUteach and CSU Humanities, All Secondary and World Language Course Required Field Hours Teaching responsibility

Step 1 18 hours Teach 2 times

Introduction to Education 18 hours Teach 2 times

Classroom Interactions (CI)

40 hours -Teach a small group of students, -Teach 3 single lessons -Co-plan and co-teach a 5-day unit

Apprentice Teaching I (ATI)

Minimum of *80 hours over the course

of the semester. *Schedule determined by Intern, Mentor

teacher and CSU supervisor. (5.5 hours a week is suggested)

Attend minimum of once a week for 15 weeks

Apprentice Teaching II (ATII)

Contracted hours of the teacher for 12

weeks.

Full-time teaching

Section 8.2: Professionalism Field experiences provide an important opportunity for students to begin the transition from student to professional teacher. Interns are expected to use professional conduct at all times.

Professional Dispositions One important aspect of a student’s education is the development of professional dispositions—ways of working, thinking, and interacting with others. The List of Dispositions* below identifies

three areas, Professionalism, Work Ethic, and Communication Skills the college has identified as necessary for interns to display. Failure to do so will lead to removal from the field placement.

Communication Skills

➢ Demonstrate appropriate verbal communication

➢ Demonstrate appropriate written communication

➢ Demonstrate a disposition toward inquiry and problem solving

➢ Work collaboratively with parents, colleagues, and professionals

➢ Demonstrate consistently positive attitudes toward learning and teaching

➢ Accept responsibility for decisions and actions

➢ Establish and maintain mutually respectful interactions

Work Ethic

➢ Demonstrate regular attendance

➢ Demonstrate punctuality

➢ Complete work in a timely manner

➢ Demonstrate organizational skills

➢ Observe all pertinent policies and procedures Professionalism

➢ Demonstrate a commitment to working with children, youth, and their families in developmentally appropriate ways

➢ Demonstrate an awareness of community, state, national, and world contexts that have an impact on

the teaching profession and the learning process

➢ Treat university faculty/staff, colleagues, parents, and students fairly, equitably, and respectfully

➢ Accept constructive criticism and adjusts performance accordingly

Office of Field Services Rev. July 2020 26

➢ Express and demonstrate interest in and enthusiasm for teaching and learning

➢ Adapt to new and diverse learning situations

➢ Accept diverse learners and their needs

➢ Adapt to differences among people including differences of SES, gender, age, ability, sexual orientation, race, ethnicity, religion, language, etc.

➢ Maintain confidentiality about student records unless disclosure serves a professionally compelling purpose or is required by law

➢ Demonstrate discretion when discussing colleagues, faculty, field sites, and personal information.

➢ Respect the points of view of others

➢ Contribute meaningfully and appropriately to discussions by asking questions and giving opinions, and listening to others

➢ Project an appropriate professional appearance in professional settings

➢ Accept leadership opportunities

➢ Understand and practice professional ethical standards *These disposition statements have been modified slightly from Kent State University

Ethics

The Office of Field Services requires all interns to follow the professional guidelines set by the College of Education and Human Services and the National Education Association’s Code of Ethics. These are parameters for what is considered “professional practice.” Principle One of the Code of Ethics, found below, deals directly with the educator’s commitment to students. Principle

Two, found at www.nea.org deals with commitment to the profession at large.

Principle I Commitment to the Student

The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals. In fulfillment of the obligation to the student, the educator—

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning. 2. Shall not unreasonably deny the student’s access to varying points of view. 3. Shall not deliberately suppress or distort subject matter relevant to the student’s progress.

4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.

5. Shall not intentionally expose the student to embarrassment or disparagement. 6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious

beliefs, family, social or cultural background, or sexual orientation, unfairly— 7. exclude any student from participation in any program 8. deny benefits to any student

9. grant any advantage to any student 10. Shall not use professional relationships with students for private advantage. 11. Shall not disclose information about students obtained in the course of professional service unless

disclosure serves a compelling professional purpose or is required by law.

Office of Field Services Rev. July 2020 27

Academic Honesty The University’s policies on academic honesty will be strictly adhered to during field experiences.

Any violation of these policies, including plagiarism, cheating, deception of effort or unauthorized assistance, will be dealt with on an individual basis according to the the severity of the misconduct. To encourage original and authentic written work, any written assignments, including edTPA submissions, may be subject to review to judge the originality of the work. Dishonesty in

any form may result in a failing grade and/or dismissal from a field assignment. Professional Boundaries The role of educator is held to a high standard of professionalism. The teacher/student/parent

relationship is an important one and requires a different understanding of boundaries than many other professions. Interns should keep the following guidelines in mind while interacting with students and parents:

• At no time may a student infringe upon a student’s civil rights.

• Do not share any personal contact information with students or parents

• Do not transport a student in your car

• Do not befriend students outside of the classroom

• Follow school policy around adult/student physical contact

• Do not restrain a student *In the realm of virtual teaching, you must be purposefully aware of challenges associated with the use of technology in order to avoid consequences associated with crossing boundaries. (See Boundaries and Consequences of Crossing Them form)

Attendance and Punctuality The following policy applies to all Field Experiences. Regular attendance is required according to the requirements of the experience. This policy includes all field hours as well as orientations, associated seminars, and other professional activities affiliated with the internship. All students are expected to:

1 Sign in and out of placement daily, using schools designated system. (Exception: Virtual Classrooms)

2 Complete the Intern Attendance Form daily. (File with Mentor Teacher)

3 Make available the Intern Attendance Form during supervisor’s visits.

4 Be present for the full duration of the time scheduled for each day. Leaving early or arriving late is not permissible without advanced notification and permission. Missing over an hour on any day is considered an unexcused absence.

5 Arrive early or stay late as required for preparation and discussions with a mentor teacher.

6 Receive mentor teacher and supervisor’s advance approval for any anticipated absences, See Below for information regarding absences.

7 Notify the mentor teacher, school secretary, and university supervisor of any anticipated absences See Below for information regarding absences.

8 Leave detailed plans and materials for the mentor teacher who will ‘cover’ for the intern during an excused absence. See Below for information regarding absences.

9 Make-up each excused absence beyond three. See Below for information regarding absences.

10 Attend a conference with OFS, if attendance or punctuality becomes an issue. (e.g. more than 3 absences.) Failure to make-up absences may require Intern to withdraw from field experience.

Office of Field Services Rev. July 2020 28

PERSONAL LEAVE Mentors and children expect you to be consistent and reliable with attendance and punctuality.

Unexcused absences are not permitted for any reason and are reason for withdrawal of placement.

Excused absences. - With proper communication to university supervisor and mentor teacher, in extenuating circumstances, interns are permitted up to three (3) excused absences during placement. For IT 1 and practicum interns, this shall be taken to mean the daily length of that member’s work schedule, e.g., a 4-hour teacher is eligible for three 4-hour days of personal

leave. Personal leave must be approved in advance and shall be used only for such purposes or in connection with activities of the type listed immediately below and which cannot be accomplished during the non-working hours. If more than 3 absences occur, and these absences cannot be made-up, interns may be required to withdraw from the internship experience.

Use of such leave may be for the following:

✓ Intern illness

✓ Religious Holidays

✓ Personal business matters that cannot be taken care of outside school hours.

✓ Attendance at set graduation ceremonies in the immediate family.

✓ A son, daughter, spouse, or other person residing in the employee's household leaving for military service or college as a freshman.

✓ Weddings of the employee or in his or her immediate family.

✓ Attending funerals not covered in the Bereavement Leave Policy.

✓ Attendance at ceremonies where the teacher or his/her immediate family is receiving an award of major significance.

✓ Appointments required by academic programs or educational requirements.

✓ Emergencies affecting the teacher or a member of his/her immediate family.

✓ Moving from one permanent residence to another.

Student Athletes Student Athletes represent Cleveland State University when they compete for the university in any athletic games or contests. Given their practice, travel and game schedules faculty members will consider a student athlete’s request for accommodations. In an effort to enable student athletes to

complete a licensure program, accommodations will be considered to assist the student with balance of athletic obligations as well as obligations for the field experience without compromising the quality of the licensure program.

Emergency Tuition Adjustments Occasionally, extraordinary circumstances may require Cleveland State University to consider making an exception to its standard refund policy. Cleveland State may make an exception to its

refund policy ONLY under one (1) of the following circumstances:

• Medical emergency or medical condition, documented by a medical doctor or hospital, which prevents the student from completing the semester. The medical emergency or medical condition

must occur after the start of the semester for which the refund is requested. Pre-existing medical emergencies or medical conditions are not grounds for a refund. Refunds for the same or a similar medical condition will only be granted once during a student's academic career at Cleveland State.

Office of Field Services Rev. July 2020 29

• Death of the student, parent, spouse, child or sibling. An official death certificate and evidence of the familial relationship between the deceased and the student must be provided.

• Students who receive military orders indicating they have been called to active duty and will not be able to complete the current semester should contact the Registrar's Office or Campus 411 to provide the necessary documentation related to their deployment.

Intern Concerns Seeking Feedback on Assignments

❖ When an intern has specific question about a course assignment, there are a number of steps that can

be taken to assure the quickest and most precise feedback from the Faculty/Supervisor.

❖ READ THE SYLLABUS. As a first step an intern should read the syllabus to identify what the assignment is asking the student to do.

❖ READ ALL TASKSTREAM DIRECTIONS. If the assignment is housed on Taskstream the directions and assessment rubric are also on Taskstream.

❖ POINTED QUESTION. Ask a very pointed and specific question about what you are working on and

how specifically you are struggling with it or exactly what kind of clarity you are seeking.

❖ REASONABLE SOLUTION. Third step involves creative thinking: in your own words describe a reasonable solution to your own question.

❖ CONFIRM and/or CLARIFY. With these points in hand the instructor/supervisor will be able to assist

you in the completion of the work by adding you your proposed solution or clarifying next steps. Concerns in the Field

Interns are guest in the classroom. When concerns arise in the field, OFS guides the decision-making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility. A Supervisor, mentor or both can bring a concern about an Intern to OFS. Interns

who have a concern with their mentor or supervisor can also report that concern to OFS. Please see the Intercession Process for more details on how concerns are handled.

Section 8.3: Presentation of Self

Courtesy

Interns are guests in the mentor teacher’s classroom. As a guest it is imperative to show respect and courtesy to not only the classroom teacher but to all school personnel, students and their families, especially when resolving conflicts. Interns are to be receptive

to feedback and responsive to recommendations made for improvements. Interns are to abide by the rules and customs of the school. If an intern feels that he/she is unable to resolve an issue, the intern should consult with his/her supervisor. A Mentor has the right to revoke the intern’s invitation if the intern is not displaying professional behaviors.

Office of Field Services Rev. July 2020 30

Appearance Dress neatly in a comfortable, professional manner, in some cases surpassing the local custom.

The following are guidelines:

✓ Casual pants may be worn, with no holes, rips, or tears, and no jeans except on special days, e.g. field trip, outside activity.

✓ Skirts/dresses should be no shorter than 3 inches above the knee.

✓ Males should wear a collared shirt (tie recommended).

✓ No clothing with inappropriate sayings, symbols/designs or pictures.

✓ No low-cut tops without an additional top underneath.

✓ No midriff baring appropriate to the facility. No flip-flops.

✓ Proper grooming and hygiene is important, including clean hair, tooth brushing, and use of deodorant.

✓ Make-up and jewelry should be tasteful; visible body piercings should be removed; tattoos should be covered if possible; no brightly dyed hair.

✓ tops, tank tops, halter tops, or tops with spaghetti straps including sundresses with these types of

straps.

✓ No athletic attire, including shorts, except for Physical Education interns.

✓ Foot attire should be appropriate to the facility. No flip-flops.

✓ Proper grooming and hygiene is important, including clean hair, tooth brushing, and use of

deodorant.

✓ Make-up and jewelry should be tasteful; visible body piercings should be removed; tattoos should be covered if possible; no brightly dyed hair.

*Remember the importance of your online professional appearance. Although your field experience may be virtual, you are still representing your placement school and Cleveland State University.

.

Identification CSU students are required to wear identification at all times in the school or school district. The

Office of Field Services provides CSU lanyards designed to hold the CSU ID Card. Some schools/districts issue their own ID cards for students to wear in addition to the CSU ID. Students should check with mentor teachers for more information.

Professional Digital Citizenship Because teachers are viewed as a role model to young people, school communities and society in general hold them to a higher standard of conduct. Modern technology allows students to observe

teacher behaviors in new ways. Once posted on the Internet, digital information is accessible to anyone, anywhere, anytime forever. This makes professional digital citizenship a crucial issue for teachers and interns.

In order to avoid charges of unprofessional conduct (which could jeopardize your career), all interns must adhere to the CSU Information and Technology Resources General Policy when using computer equipment on campus or at the field site. In addition to the CSU policies,

interns are responsible for learning and following the technology and cell phone policies and procedures of the district in which they are placed. The application of these policies includes, but is not limited to, any of the following activities:

Office of Field Services Rev. July 2020 31

• Use of computer, tablets, cell phones, or personal electronic devices

• Access to computer systems

• Possession of computer software or data

• Copying or use of computer software or data

• Use of computer accounts

• Use of computer-related equipment

• Use of social media Interns are to abide by the cell phone/mobile device policy of the school or school district. Cell phones should be used for personal use only in emergencies. While cell phones are widely used

for personal mass multimedia communication, interns should consult with their mentor teacher and district policies to establish an agreement about the acceptable professional use of these devices as part of their internship experience. AT NO TIME SHOULD AN INTERN POST PICTURES OR ANY IDENTIFYING INFORMATION OF STUDENTS ON ANY SOCIAL MEDIA For example,

Facebook, Snapchat and Twitter. Doing so may be cause for removal from the field experience! Field experience can be thought of as a long interview process, because of this, interns are

encouraged to use only professional email addresses such as the CSU email address. Many nickname type emails are not appropriate as your contact for a school. The same holds true for out-going voicemail messages. The first contact with a school may be through email or phone

message interns need to be aware of how they are representing themselves through these devices. Academic Integrity

While interns are in the field, they are entitled to all rights and bound by all responsibilities outlined in the CSU Student Code of Conduct. This includes academic integrity. OFS encourages interns to use available resources, including curriculum materials available from the mentor teacher, from the CSU curriculum library, and from the Internet. However, any work submitted

for grading (e.g. edTPA, lesson plans, reflections, assessments, portfolio artifacts) must be interns’ own work. The intern’s work may be submitted at any time for review to judge the originality of the work (i.e. Turnitin.com) If a supervisor or mentor teacher suspects an intern of plagiarizing, they will follow the procedures outlined in the Academic Misconduct Policy.

Academic Requirements and Deadlines All assignments outlined in syllabi should be turned in to supervisor and/or on Taskstream by the date indicated by the supervisor or the Taskstream timeline. Semester at a Glance document may

be used as a reference timeline for where and when items are to be posted. Late assignments may lead to course failure or intercession.

Confidentiality It is imperative to respect students, families, and school personnel’s confidentiality. Interns are

expected to maintain confidentiality in written reflections and seminar discussions. While interns may have questions and want to discuss experiences, it is best to avoid judgment or criticism. Respect the confidentiality of field sites by omitting or changing names of students, teachers, other school personnel, and school name and/or district. At no time should an intern take pictures or

videos of students for personal use. Written permission from parents/guardians must be obtained when a student will be seen in video or pictures being taken for assignments or professional use.

Office of Field Services Rev. July 2020 32

FERPA

As a CSU student over the age of 18 years old, the information that the University can disclose

about you is guided, restricted, and protected by the Family Education Rights and Privacy Act (FERPA). FERPA affords eligible students certain rights with respect to their education records. (An “eligible

student” under FERPA is a student who is 18 years of age or older or who attends a postsecondary institution at any age.) Students may choose to restrict their directory information at the time of application or at any other time while the student is attending CSU. The only way that CSU will be authorized to

release ANY information is if the student requests in writing that the restriction be lifted. CSU follows the news exemption for consent. This states that if you are taking an image or posting information about someone or something for news coverage purposes you do not have the get a release. If we are using any images or content for advertising purposes, we will get consent

ahead of time. Similarly, if something is posted by another entity publicly, such as on a newspaper website or a public twitter feed, CSU will post or repost that content as CSU sees fit. CSU will seek permission before posting items, if there is a proprietary concern.

Section 8.4: Protecting Children’s Safety Child Abuse and Neglect Prevention Interns, like professional teachers, are responsible for protecting the safety of the children in their

care. This includes being aware of and remediating any unsafe environmental situations, avoiding teaching activities that could endanger children’s safety, monitoring student behavior so that students do not pose a threat to one another, and reporting concerns about children who

might be abused or neglected. All practicum and student teaching, apprenticeship I & II and internship I & II interns must have current Child Abuse Prevention Training. This Training is valid for three (3) years. Interns will receive training in identifying the signs of child abuse and neglect and requirements for reporting child abuse as part of their orientation. Interns

may also seek similar training from an alternate approved agency.

Child Abuse1 The laws of every state require teachers to report suspected cases of child abuse and neglect. This includes interns with instructional responsibility in the classroom. The

National Child Abuse Prevention and Treatment Act of 1974 defines child abuse as physical or mental injury, sexual abuse or exploitation, negligent treatment, or maltreatment of a child under the age of eighteen or the age under the child protection law of the state in question, by a person who is responsible for the child’s welfare, under

circumstances which indicate that the child’s health or welfare is harmed or threatened thereby. Every state grants teachers who make such reports immunity from civil and criminal suits. In most states, teachers can be fined or imprisoned if they do not make the

report, and in some states they can be sued for negligence.

Office of Field Services Rev. July 2020 33

Health and Allergy Limitations Interns are responsible for learning the school’s policies. Interns need to be knowledgeable about

all children with allergies in their classroom and proper course of action if a problem should arise. At NO TIME should an intern administer any type of medication to a student.

Emergency Drills It is the Intern’s responsibility to inquire about the school’s policies and procedures for emergency drills, including fire, tornado, emergency and lockdown drills. The intern should participate in emergency drills and know the safety locations for such drills.

Intern Liability and Health Insurance Cleveland State University is not liable for any consequences due to interns’ inappropriate

actions or negligence. As the teacher of record, the mentor teacher maintains full responsibility for the safety of the Pre-K-12 students at all times. Therefore, partner districts and schools set their own guidelines and policies for how they allow interns to assume teaching responsibilities.

Interns are responsible for determining the need for any personal or professional liability insurance.

Interns should never be left alone in the classroom unless they are in the final semester of internship, even then interns should not be left alone for extended periods of time. However, when permitted by the school administrators, a mentor may need to leave the classroom for a few minutes at a time to allow final semester interns the ability to take ownership of the

classroom. Mentors or another licensed teacher should always be available to the intern if the intern encounters situations he/she cannot control. If an intern feels uncomfortable about the amount of time he/she is being left alone, he/she should speak to the mentor teacher or supervisor to address the situation.

Interns should not use student restraint at any time. Even if trained for use in a different role, the intern is not allowed to use restraint in the intern role. Cleveland State University does not carry health insurance for interns and internship schools are

not liable for injuries sustained by interns during the internship. The College of Education and Human Services strongly advises all interns to be sure that they are properly insured against illness and injury during the program year. Interns may take advantage of the health insurance that is offered through the university or they can contact the National Education Association.

Incident Reports An Incident/Injury Report, available on the OFS website, should be completed and submitted to

OFS when any of the following occur:

• A child under the supervision of the intern is transported to a source of emergency assistance

• An unusual or unexpected incident occurs which jeopardizes the safety of a child under the

supervision of the intern or staff: such as a child left unattended, a child or intern is exposed to a threatening person, or a vehicle accident during school transportation.

• Intern is injured or threatened during school hours.

Office of Field Services Rev. July 2020 34

Forms should be completed and returned to OFS within 48 hours of incident. Forms can be obtained from Supervisor.

➢ Interns do not have the protection from liability that the mentor teacher has.

➢ Interns may not serve as a substitute teacher and may not take children off the school grounds

unless accompanied by a licensed teacher as part of a school-sanctioned event.

➢ Interns who have earned a substitute license in the district where they are completing their student teaching may, with the prior approval of their mentor, supervisor, and OFS Director, substitute for

their mentor teacher(s) for a maximum of five days. Work Stoppages

In the case of work stoppages or teacher strikes, the Cleveland State University College of

Education and Human Services follows a long-standing policy, worked out in cooperation with other area universities and colleges and in consultation with school officials:

• Field experience interns should not be used as substitutes for mentor teachers or other teachers

absent as a result of a work stoppage.

• In the case of a work stoppage called by a teachohioers’ organization, interns should not report for duty or be in or near the building of their assignment.

• In the case of study days, boycotts, strikes by non-certified employees, unauthorized work stoppages or other circumstances where regular teachers follow various courses of action, interns should follow the lead of their mentor teachers, unless to do so would be a violation of conscience.

Drug Use The College of Education and Human Services takes drug use very seriously. A drug abuse offense, as defined in section 2925.01 of the Ohio Revised Code, that is not a minor misdemeanor, is a valid reason for the state of Ohio to refuse to issue a teaching license. If a

mentor or supervisor suspects an intern of drug use or abuse, they must report their suspicions immediately to the Office of Field Services. The Office of Field Services will work directly with school administrators to determine what actions should be taken, including removal from a match or from the licensure program.

If an intern suspects a student of drug use/abuse, complete the following:

• Report concern to mentor teacher immediately

• Assist mentor teacher in following the relevant school policy

• Report concern to Supervisor and the Office of Field Services

• Exercise discretion and maintain confidentiality If an intern suspects another faculty/staff member of drug use/abuse, complete the following:

• Report concern to Supervisor and the Office of Field Services.

• Report concern to School Principal or another administrator.

• Exercise discretion and maintain confidentiality.

Office of Field Services Rev. July 2020 35

Section 8.5: Support People The Mentor:

❖ Is employed by the school district

❖ Is dedicated to the teaching field and supporting future teachers

❖ Orients the intern to the classroom

❖ Shares resources and materials

❖ Helps interns learn the routines and expectations of the school and classroom

❖ Supports intern in planning and implementing lessons

❖ Holds the intern accountable while providing high levels of support

❖ Communicates regularly with Intern and Supervisor about intern’s progress

❖ Ensures that theory and practice are linked

❖ Maintains coherence across clinical and academic components of preparation

❖ Shares accountability with supervisor and OFS to determine intern’s success

❖ Mentors are sharing their classroom with the intern. Interns should communicate as much as possible with the mentor about any questions or concerns. Mentors have the right to revoke the invitation to

their classroom if an Intern is perceived as negatively impacting students.

The Supervisor:

❖ Is employed by the University

❖ Is a professional and responsive individual who shares a deep commitment to teacher education and supporting interns to meet the goal of becoming a professional educator

❖ Is a resource to discuss CSU policies and procedures regarding the field experience

❖ Will observe the intern’s teaching and help the intern improve teaching practices through feedback

❖ Ensures that theory and practice are linked

❖ Maintains coherence across clinical and academic components of preparation

❖ Shares accountability with Mentor and OFS to determine intern’s success

❖ Interns should not be afraid to ask questions and seek assistance from the supervisor. If they have questions about their observation(s), they should schedule a conference with their supervisor as soon as possible.

The Instructor:

❖ For Field Experiences is listed on the syllabus

❖ Is faculty at the University

❖ Determines assignments for the experience

❖ Reports grades

❖ Should be notified if a conflict cannot be resolved between the intern, mentor or supervisor

❖ Ensures that theory and practice are linked

❖ Maintains coherence across clinical and academic components of preparation ❖ The field instructor shares accountability with the supervisor, the seminar leader, and the mentor to

determine intern’s success.

Office of Field Services Rev. July 2020 36

The Seminar Leader:

❖ Is listed on the seminar syllabus

❖ Is faculty at the University

❖ Leads seminar class as a co-requisite to field experience

❖ Determines seminar assignments which may be completed in the field experience

❖ Grades seminar assignments

❖ Reports grades

❖ Offers support to help interns complete edTPA and/or Taskstream assignments

❖ Should be notified if a conflict cannot be resolved between the intern, mentor or supervisor

❖ Ensures that theory and practice are linked

❖ Maintains coherence across clinical and academic components of preparation

❖ Shares accountability with instructor, supervisor and mentor to determine intern’s success

The seminar leader supports the intern’s continued learning of theory and practice to be implemented in the field experience.

The Office of Field Services (OFS):

❖ Is dedicated to supporting interns in the field of education

❖ Is the primary link between the College of Education and Human Services (CEHS) and area schools

and school districts

❖ Ensures that theory and practice are linked

❖ Maintains coherence across clinical and academic components of preparation

❖ Is responsible for assisting Cleveland State faculty and students with field experiences required for most students pursuing teacher licensure

❖ Supports seminar leaders, supervisors and mentors in providing beneficial experiences to interns

❖ Mediates concerns arising from interns, supervisors, seminar leaders, mentors, and school administrators

❖ Has the right to terminate an intern’s experience if an intern is not meeting expectations

❖ Offers support to help interns complete edTPA and/or Taskstream assignments

Interns should not hesitate to seek assistance from the OFS staff. The OFS staff has many resources and supports available to help the intern in pursuit of excellence in the classroom.

Section 8.6: Getting Started

First Mentor Contact

➢ Mentor teacher’s contact information will be sent with match information.

➢ Intern may contact Mentor by email first then by phone upon receipt of information.

➢ Intern needs to provide Mentor with personal contact information.

➢ Discuss with mentor the date and time of the first visit.

Office of Field Services Rev. July 2020 37

First Visit to School to Meet Mentor Teacher

Intern should:

• Be on time!

• Dress in a professional manner.

• Be prepared with topics to discuss and/or questions to ask.

• Give mentor the Mentor Folder given out at Orientation (if applicable)

• Ensure the mentor teacher has the supervisor’s name and phone number

• Introduce self to administrator(s) and office staff.

• Take notes on any information provided for later review.

• Keep the first visit brief, as mentor’s time to talk may be limited.

First Visit for Interns placed in a preschool classroom If placed in a preschool classroom, the intern will need to provide a copy of her Professional File to the Mentor and/or School including. The professional file includes:

▪ Background checks with Code 5104.013

▪ Cleared “Request for background check” from Ohio Professional Registry (OPR) profile (occrra.org)

▪ Employee Medical Statement

▪ Proof of Hep B vaccinations

Interns need to keep a copy of their professional file with them when placed in a preschool setting

Section 8.7: During the Experience Program and Subject-Specific Syllabi

• Interns receive a copy of the seminar course specific syllabus on the first day of seminar.

• Interns receive a copy of the field experience syllabus at the mandatory orientation.

• Each syllabus identifies course outcomes and key requirements.

• The outcomes have been aligned to the Ohio Standards for the Teaching Profession, as well as CAEP

and SPA specific Standards.

• Interns need to read the syllabus to gain an understanding of what is expected for a successful experience.

• Interns are to work with their Seminar leader, Supervisors and Mentors to evaluate their progress toward meeting all of the course outcomes.

Office of Field Services Rev. July 2020 38

Field Hours

If there are any questions, interns, mentors, and supervisors should refer to OFS for modifications to the schedule. See Seminar syllabus for specific due dates and deadlines.

CREATE and Traditional Programs

Methods, Rotation I, Rotation II, Rotation III

Practicum, Internship I

Student Teacher, Internship II

Schedules Follow University schedule Follow placement site schedule. 4 mornings a week, Monday – Thursday.

Follow placement site schedule. Follow teachers contracted hours for 12 full weeks.

Spring break

Take University’s Take placement site; Taking the University’s is optional.

Take placement site only

Inclement Weather/ Emergency days

Must reschedule to obtain required field hours

Excused Absences- does not need to be made up.

Excused Absences- Does not need to be made up.

Seminars/ Meetings

Seminars are required Teacher meetings are optional

Seminars are required Teacher meetings are required

Other

Participation in extra-curricular activities counts toward hours IF they are part of Mentor teacher’s contracted hours. With advanced notice, excused for CSU Recruitment Fair.

Participation in extra-curricular activities counts toward hours IF they are part of Mentor teacher’s contracted hours. With advanced notice, excused for NOTED Teacher Recruitment Fair and the CSU Recruitment Fair.

Office of Field Services Rev. July 2020 39

CSUteach Program Step 1, Intro to Educ, and

Classroom Interactions Apprentice Teaching I Apprentice Teaching II

Schedules Follow University schedule Follow placement site schedule 80 hours over 15 weeks.

Follow placement site schedule. Follow teachers contracted hours for 12 full weeks.

Spring break

Take University’s Take placement site; Taking the university’s is optional.

Take placement site only but does not count toward 12 weeks.

Inclement Weather/ Emergency days

Must reschedule to obtain required field hours

Must reschedule to obtain required field hours

Excused Absences- up to 3 days does not need to be made up. More than 3 days will need to be made up.

Seminars/ Meetings

Seminars are required Teacher meetings are optional

Seminars are required Teacher meetings are required

Other

Participation in extra-curricular activities counts toward hours IF they are part of Mentor teacher’s contracted hours. With advanced notice the CSU Recruitment Fair counts toward hours.

Participation in extra-curricular activities counts toward hours IF they are part of Mentor teacher’s contracted hours. With advanced notice, excused for NOTED Teacher Recruitment Fair and the CSU Recruitment Fair.

TaskStream (Portfolio) Teacher Education students will complete a Portfolio on-line on Taskstream. The CSU portfolio will have the following characteristics:

• The portfolio will contain documents that provide substantial evidence of your knowledge skills, and dispositions related to the CSU Outcomes.

• The portfolio will contain only selected work identified by the faculty and by the candidates.

• The portfolio will document professional growth by including work generated at all stages of the teacher preparation program.

Students will use TaskStream (http//www.taskstream.com) to submit and manage their portfolios. The subscription for TaskStream may be paid for as a class lab fee or through the ESSC. Once the fee has been paid, a key code to activate the account will be received. The subscription must be

current in order to submit to Taskstream and/or to have items graded. The CSU Portfolio Handbook contains further information on using TaskStream.

Office of Field Services Rev. July 2020 40

Learning from Experience The goal of every field experience is to provide opportunities to connect educational theory with

practice. To gain the most from this time interns can observe before teaching.

Observation is a powerful tool to use as a teacher. Practicing this skill during field experiences will enhance the intern’s preparedness for teaching. Observing other teachers gives the intern the

opportunity to observe a variety of teaching practices. Observation includes:

• Pre-observation planning

• Purposeful attention during the observation

• Post-observation reflection and discussion

Particular topics for observation may include:

• A variety of teaching and assessment techniques

• Classroom administrative procedures

• Classroom management/conflict resolution techniques

• Student/teacher and student/student interaction

• Integration of instructional media and technology

• Classroom climate

• School service personnel (guidance counselors, administrators, librarians, other resource personnel.)

• Learning Students’ names.

• Learn about services available to support students and their families.

Possible Student Services:

• Special Education Services

• Response to Intervention (RTI)

• Positive Behavior Intervention and Support (PBIS)

• Counseling/Psychological Services

• Health Services

• Occupational/Speech therapy

• Tutoring and/or Mentoring services

• English Language Learners Supports

• Extracurricular Opportunities

• Free /Reduced Lunch

• Post-Secondary Enrollment Options Programs

• Occupational Work Experience Possible Family Supports:

• 211 for Help

• Lead Screening

• Housing and/or HEAP services

• Translation services

• GED Services

Office of Field Services Rev. July 2020 41

Learn about resources and services available to support teachers

• Curriculum Supports

• Scope and Sequence

• Supplemental texts

• Online curriculum supports

• Professional magazines/journals

• Curriculum Specialists

• Material Supports

• Laminators

• Copier

• Binders

• Ellis Machines

• Available teacher supplies (chart paper, markers, board borders etc.)

• Technology Supports

• Computer/Lap top access

• Smart Boards

• Internet Access

• Document Cameras

• Cameras/recorders

• Grading programs

Responsibilities The list of duties interns perform will vary case by case. However, there are some things all interns can do. See below for possible experiences.

In the Classroom:

• Help Struggling students

• Administer tests or quizzes

• Grade class work/papers

• Monitor center activities

• Plan and deliver lessons

• Assist during transition times

Outside the Classroom:

• Lunch duty

• Hall monitoring

• Assist in Study hall monitoring

• Photocopying

• Preparing and putting up bulletin boards

• Parent/Teacher conferences

• Outside school hours

• Planning lessons

• Preparing instructional materials

Office of Field Services Rev. July 2020 42

• Attend voluntary site functions, such as Math Night, Athletics, or Musical Concerts (However, interns should not fraternize with students outside of school hours.)

• Completing University requirements Field Trips

Interns are permitted and encouraged to attend class field trips scheduled within their work hours. Students must have a permission slip to attend which should be given to students by the mentor teacher. A licensed teacher must accompany the field trip. The intern is not allowed to leave school property with students without a licensed teacher for any reason.

Meet Administrators or Other Building Professionals Interns should make an effort to become acquainted with other school personnel and their functions.

Assist with Parent Contact

• Interns need to discuss with the mentor teacher, when and how they will contact parents.

• Final semester interns should attend Parent Teacher Conferences.

• With Mentor consent, interns may communicate with parents through newsletters, phone calls,

letters home, work folders daily/weekly progress reports, or writing notes on student’s work.

Section 8.8: Lesson Planning Successful lessons are a direct result of effective, thorough planning. As beginning educators, interns are learning how to develop lesson plans that foster the kind of teaching outlined in the CSU Model of Teaching. See Need to Know section for more information on CSU Model of

Teaching. Detailed lesson planning is an important skill for interns to develop because it forces them to think through their lessons. Interns may refer to the 10 Essential Questions for Student Interns When Planning Lessons and Lesson Plan Assessment Checklist to assess their plans.

Intern’s lesson plans:

Need to be turned into Mentor and/or Supervisor 48 hours before Intern is to teach.

• Are required to be uploaded to Taskstream 48 hours before a formal observation.

• Are always required when an intern is permitted to teach.

• Follow the outline provided by program area or class.

• Need to be detailed.

• Provide evidence to the mentor and supervisor that the intern is well prepared to teach the lesson.

• Need to use behavioral objectives aligned to the appropriate education standard and as the basis for

“I can” statements.

• Include assessments, which allow for students to show mastery of lesson objective.

• Are, generally more detailed than those used by mentor teachers.

• Contain time frames, materials, both formative and summative assessment procedures, and differentiation strategies.

• Are written by the Intern with support from the mentor(s).

Office of Field Services Rev. July 2020 43

Section 8.9: Completing the Experience Saying Good-Bye After spending a significant amount of time with the students, it benefits all to have some type of closing activity. Discuss with the mentor a way to say goodbye to the students. This can take a

variety of forms depending on type of experience and age of students. Also remember to send a written good-bye to the mentor and thank them for their time and commitment to the experience. This is best if it includes written thank you notes to the mentor and other teachers/staff who may have helped in the experience.

Closing Tasks As the experience draws to a close:

• Remove all personal items from classroom and return any loaned materials to the owner.

• Send a letter to the parents, to inform them the experience has come to a close.

• Ask Mentor for permission to use them as a Professional Reference. If yes, ask them to write a letter

of reference for your files and to have uploaded to Taskstream and ask permission to include their contact information on applications, which include phone and/or on-line reference checks.

Applying for Licensure The Education Student Service Center (ESSC) processes Teacher Licensure Applications. The ESSC is available to help students and answer questions about this process. General Information:

• Teacher Licensure Applications are completed online through the Ohio Department of Education website

• All final grades should be posted to transcript before applying online for license.

• Update name and address with CSU’s ESSC, if name or address cited on online license application is not the same as CSU records.

• Application payment is made online. Only after payment will CSU receive the application

• Applications are processed by CSU ESSC if:

• All required test scores are on file with CSU’s Education Advising Office (ESSC).

• All TaskStream assessments are submitted and approved

More information on applying for Licensure can be found on the ESSC’s CSU webpage.

When necessary the ESSC will write a Completion Letter for students entering the field before a license can be issued.

Office of Field Services Rev. July 2020 44

Section 9: The Mentor

The Mentor 1 Mentor Qualifications

2 Mentor Identification Process

3 Types of Field Experiences

4 Getting Started

5 During the Experience

6 Completing the Experience

7 OFS Observation and Triad Conferences

Section 9.1: Mentor Qualifications What makes a good Mentor The Office of Field Services seeks quality mentors who are dedicated to the teaching field as well as to shaping the future of education. Assisting a student intern is a challenging yet rewarding

experience that positively impacts one’s own teaching skills. Quality mentors are those teachers who:

• Can relinquish control of the classroom

• Model best practices

• Look for opportunities to co-plan and co-teach

• Communicate clearly and effectively

• Provide supportive yet honest feedback

• Accept training for mentoring Teachers who agree to serve as mentors to our students must be prepared to:

• Welcome and orient the student to the classroom

• Be patient as the student learns the routines and expectations

• Provide time to meet with the intern to plan and provide feedback

• Share resources and materials

• Remain available at all times, even as the intern begins to take on independent teaching

• Complete all formal observations (electronically) and evaluations as required by CSU

• Hold the student accountable while providing high levels of support

• Communicate regularly about the student’s progress and meet at least three times during the semester with the University supervisor

Office of Field Services Rev. July 2020 45

Mentor Qualifications

Methods, R& S I, R&S II & R&S III

Step 1,2, and CI

Practicum, Internship I

Apprentice Teaching I

Student Teacher,

Internship II Apprentice Teaching II

Licensed teacher Licensed teacher Licensed teacher

At least one year of teaching experience

At least three years of teaching experience including as least one year in the student’s licensure area. Completion of RESA preferred.

At least three years of teaching experience including as least one year in the student’s licensure area. If applicable Completion of RESA.

Section 9.2: Mentor Identification Process OFS placement coordinator works with District/School placement coordinators and/or principals to nominate willing mentors. Mentor teachers display a commitment to the dispositions described by the Cleveland State University College of Education. Students may not contact schools directly to request placements. Contacting schools may lead to a

delay or withdrawal from placement. Conflict of Interest include:

• Interns may not complete an experience in the high school intern attended (under 10 years from

graduation date)

• Interns cannot be placed in a school where family/friend works or attends

• Placement cannot be completed where the intern is employed. Interns/Mentors are to report any conflicts of interest to OFS.

Information regarding confirmed matches is communicated to students at the end of the semester prior to the start of their internships. Match information will include contact information for schools and mentor teachers. Students are to contact their mentor teachers within a week of receiving their placement information.

Mentor Orientation Mentor Teachers are encouraged to view the Mentor Orientations sent through email at the beginning of the semester. These orientations are meant to support the mentors while reviewing

changes in policies, requirements and/or forms. After viewing orientation mentors are asked to share concerns or suggestions with OFS.

Office of Field Services Rev. July 2020 46

Section 9.3: Types of Field Experiences

Types of Experiences When an intern is experiencing his/her first independent experience in the classroom he/she will need a lot of support in developing, writing, implementing, and evaluating lessons. Mentors may choose to co-plan and/or co-teach with intern for a time period before expecting intern to teach

independently. Mentors provide guidance with issues such as classroom organization and management, assessment, and pacing.

Even in a final placement, our interns are depending on the mentor’s guidance and wisdom. Some students do not have a prior experience, student teaching, Internship II or Apprentice Teaching II may be the first opportunity the student has had to be in the teacher role in a classroom.

Mentor teachers have the opportunity to model effective practices and coach future teachers, as well as refine and strengthen their own teaching skills. It is a growth opportunity for both the interns and the mentors.

The following chart details some of the differences between types of experiences, including

schedule, intern expectations, and mentor responsibilities. See previous sections in the handbook for further information.

Traditional Program (enrolled prior to 2014)

Methods,

Practicum,

Student Teacher (ST),

Schedule Have a required number of hours determined by class syllabus. Student and Mentor work out a mutually agreed on plan.

Practicum: 4 hours a day, for 4 mornings per week (M-TH) for 15 weeks. 5 seminars usually held on Friday mornings.

ST: 5 days per week over 15 weeks, following teacher’s contracted hours, including parent conferences, faculty meetings, Open Houses, etc. 5 seminars

Intern Experiences and responsibilities are outlined in the class syllabus.

Observe and assist with individual and small group instruction. Engage in extensive co-planning and co-teaching with mentor teacher, then independent lesson and unit planning leading up to extended period of independent teaching time. Important to have time between teaching experiences for reflection.

Brief period of observation with steady increase of responsibilities. Intern bears full load of mentor teacher responsibilities for approximately 10 weeks. Intern gains experience creating and grading assignments. Mentor continues to provide feedback and encourage reflections.

Mentor Varies by Syllabus Models effective instructional practices, offers orientation to the classroom, engages in extensive co-planning and co-teaching, provides materials and advice for intern’s lesson plans, observes intern, and facilitates reflection on experience.

Models effective instructional practices, offers orientation to the classroom, provides materials and advice for intern’s lesson plans, fosters intern’s independent teaching with minimal co-teaching, observes intern and facilitates reflection on experience.

Office of Field Services Rev. July 2020 47

Number of Formal Observ-ations

See Syllabus 2 by Mentor 4 by CSU Supervisor

2 by Mentor 6 by CSU Supervisor

CREATE Program R I, R II & R III Internship I Internship II

Schedule 3 hours a day, 4 mornings per week, (M-TH) for 15 weeks. 5 seminars usually held on Friday mornings.

5 days per week over 15 weeks, following teacher’s contracted hours, including Parent conferences, faculty meetings, Open Houses, etc. 5 Seminars

Intern Experiences and responsibilities are outlined in the class syllabus.

Observe and assist with individual and small group instruction. Engage in extensive co-planning and co-teaching with mentor teacher, then independent lesson and unit planning leading up to extended period of independent teaching time. Important to have time between teaching experiences for reflection.

Brief period of observation with steady increase of responsibilities. Intern bears full load of mentor teacher responsibilities for approximately 10 weeks. Intern gains experience creating and grading assignments. Mentor continues to provide feedback and encourage reflections.

Mentor Varies by Syllabus Models effective instructional practices, offers orientation to the classroom, engages in extensive co-planning and co-teaching, provides materials and advice for intern’s lesson plans, observes intern, and facilitates reflection on experience.

Models effective instructional practices, offers orientation to the classroom, provides materials and advice for intern’s lesson plans, fosters intern’s independent teaching with minimal co-teaching, observes intern and facilitates reflection on experience.

Number of Formal Observa-tions

See Syllabus 2 by Mentor 4 by CSU Supervisor

2 by Mentor 6 by CSU Supervisor

Office of Field Services Rev. July 2020 48

CSUteach Step 1, Introduction to

Education, and Classroom Interactions

Apprentice Teaching I Apprentice Teaching II

ATI completes 80 hours total over 15 weeks. Seminars held as a co-requisite.

ATII 5 full days per week over 12 weeks, following teacher’s contracted hours, including Parent conferences, faculty meetings, Open Houses, etc. Seminars held as a co-requisite.

Intern Experiences and responsibilities are outlined in the class syllabus.

Observe and assist with individual and small group instruction. Engage in extensive co-planning and co-teaching with mentor teacher, then independent lesson and unit planning leading up to extended period of independent teaching time. Important to have time between teaching experiences for reflection.

Brief period of observation with steady increase of responsibilities. Intern bears full load of mentor teacher responsibilities for approximately 10 weeks. Intern gains experience creating and grading assignments. Mentor continues to provide feedback and encourage reflections.

Mentor Varies by Syllabus Models effective instructional practices, offers orientation to the classroom, engages in extensive co-planning and co-teaching, provides materials and advice for intern’s lesson plans, observes intern, and facilitates reflection on experience.

Models effective instructional practices, provides materials and advice for intern’s lesson plans, fosters intern’s independent teaching with minimal co-teaching, observes intern and facilitates reflection on experience.

AT1 2 by mentor 2 by CSU Supervisor

AT II 2 by mentor 3 by CSU Supervisor

Section 9.4: Getting Started Mentor teachers are encouraged to prepare the class for the arrival of the intern and to explain the purpose of the internship. It is helpful to refer to the intern as a fellow teacher and describe expectations for the students while the intern is in the classroom.

The mentor teacher provides the intern with a complete orientation to the school and classroom. If possible, it is helpful to meet with the intern prior to the start of the internship. At the first meeting, please provide the following information:

• How Intern is to address mentor.

• Contact information: preferred phone number and email address and appropriate times for contact outside of school hours.

• Arrival and departure times of mentor.

• Expectations for the intern to communicate absence or tardiness.

• What mentor hopes to offer and gain from mentoring an intern.

• Building Information including:

• Policies/procedures: Fire/tornado drills, Other Emergency drills, and Lockdowns

• Parking rules

Office of Field Services Rev. July 2020 49

• Sign-in and sign-out procedures

• School calendar (provide copy)

• Names and introductions to key staff in building: Administrator(s), Office Secretaries, Custodians, Classroom aides, Teachers on team, Other staff members

• Location of important facilities: school office, Staff and student restrooms, Teacher’s lounge, Media resource center, Copier/Production room, Nurse’s office

• Staff dress codes

• Use of Copier and/or other teacher/office supplies.

• Classroom Information:

• Storage area for personal items and workspace in classroom

• Location use of teaching materials/manuals and course of study

• Policy/consent forms for photographing or videotaping students

• Procedures/policy for collecting/copying teacher resource materials

• Daily classroom teaching schedule

• Class roster(s)

• PBIS plan and classroom management system used

• Seating chart, if available

• Any preparation required of intern prior to first day with students

The First Week This is the beginning of an exciting professional experience for the intern! During this week, the intern is becoming familiar with the school and classroom environment and getting to know the

mentor all of which is key to a successful beginning. The intern should give the mentor, the Mentor Teacher Packet received at the OFS intern orientation. Please note, the intern’s supervisor’s name and phone number, appear on the label on

the front of the packet. This packet contains important items for mentor and intern, including contact information for OFS. Mentors are encouraged to contact OFS with any questions regarding forms, mentor agreements, etc. Questions about the experience itself are best addressed to the university supervisor.

Expect the intern’s university supervisor to stop into your classroom during the first week of the semester to introduce himself/herself and to be sure that things are starting well. Please be sure to exchange contact information at this first visit. It is vital that each have the other person’s email

address in order to share formal observations of the intern via email. If student’s supervisor has not made contact by the end of the second week, please contact OFS immediately.

Discussion Points for the First week:

• CSU Class Syllabus and Semester At A Glance with requirements for Intern assignments.

• Composition of class, including cultural backgrounds, learning styles, and student special needs (including any IEP or 504 requirements)

• Procedures and policies for parent contact and involvement

• Grading and evaluation policies and record-keeping procedures

Office of Field Services Rev. July 2020 50

With guidance, the intern should accomplish the following tasks during the first week:

• Become acquainted with students and learn their names

• Write and distribute a letter of introduction to students’ parents

• Become familiar with school guidelines and assure parental permission for video taping

• Gather information about long-range and unit plans in current use

• Offer to assist as needed with individual or small group lesson reinforcement

• Become acquainted with resources, academic supplies, and other materials which aid instruction

• Gather needed information for the Context for Learning assignment

Mentor Data Form Promptly complete the mentor data form included in the packet and return by fax, email or mail to the OFS office. (OFS contact information is located in the front of Handbook). This form

provides information required by CAEP and allows OFS to process mentoring agreements and payments. Complete instructions are available on the form.

Section 9.5: During the Experience Professionalism By acting as the student’s Role Model, Mentors are asked to support the Interns transition

from student to professional teacher. Understanding what will be expected of them when they have their own classroom is one of the most important aspects of the field experience. Please see The Intern for more information on the Professional Dispositions.

Attendance and Punctuality Policies Please see the attendance policies under The Intern. Note: Interns needing to make changes in the daily schedule must first receive approval from:

(1) the mentor teacher; (2) the University supervisor; and (3) a Program Coordinator in the Office of Field Services. It is not acceptable to drastically adjust their schedules to meet the hour

requirement for the week. For example, interns required to attend four mornings per week for

approximately 16 hours a week may not instead attend two full days a week. Contact the intern’s

supervisor and OFS with questions about the schedule.

Office of Field Services Rev. July 2020 51

Lesson Planning The Requirements for Lesson planning will vary depending on the Intern’s program of study and

field experience level. All interns however are required to have a written plan before being allowed to teach. Interns need the support which comes from planning collaboratively with the mentor and benefit from time to review lessons with the mentor before teaching. Detailed lesson planning is an important skill for interns to develop because it forces them to think through

their lessons. Mentor support is imperative for Interns to be successful in planning and carrying out a plan. Points to clarify with the intern include:

• The procedures and schedule to follow for joint lesson planning

• Schedule for lesson plan submission and review. (Supervisors require submission of lesson plans at least 48 hours in advance of teaching a lesson.)

• How intern is to submit lesson plans prior to teaching. (Students are required to email lessons to

mentor teachers an Supervisors and need to submit all observed lessons through Taskstream to supervisors; be sure to tell the student if a hard copy is also needed)

• Allow enough time for review, feedback and editing prior to the implementation of the lesson

• Intern’s lesson plans are required to be more detailed than that generally used by the Mentor teacher

See The Intern: Lesson Planning for more details.

Supporting the Intern The field experience is a time of learning for the Intern. Several suggested topics for intern exploration are listed under the Role of the Intern. Mentors can encourage learning and exploration

in these and other areas. Mentors are encouraged to share their own learning experiences with Interns and to support the Interns own professional growth through opportunities to observe, co-plan, co-teach, and/or take over the class.

Mentors are asked to share their expertise with:

• Using Academic Content Standards or Ohio’s Early Learning and Development Standards

• Using student data to inform practice

• Effective Methods for instruction of students with Dyslexia

• Collecting evidence of teaching practices

• Ohio Teacher Evaluation System (OTES)

• Resident Educator Licensure process (RESA)

• Value-Added Progress Dimension

• Ohio Standards for the Teaching Profession (OSTP)

• School Operating Standards

• Professional Development Standards Observation

While mentor teachers are required to do a limited number of formal observations* of the intern, on-going feedback and reflection is needed for the intern to experience the most growth. Mentor teachers are asked to observe the Intern on a regular basis and help the Intern reflect on ways to improve practice. Interns also gain greatly when mentors are willing to share their own

time of self-reflection and revisions with the Intern. Experiencing a Mentor teach, reflect, revise and reteach is a valuable learning opportunity for an intern. *See below for how to complete the formal OFS Observations.

Office of Field Services Rev. July 2020 52

Teacher Performance Assessment (edTPA) All first licensure candidates are required to complete an edTPA. The seminar instructor/

supervisor and OFS Staff will guide the intern through the completion process during Student teaching/Apprentice teaching II/ Internship II. The edTPA is scored nationally and passing is a Cleveland State University requirement for licensure. In the edTPA, interns complete three tasks. The first is writing about what they plan to do and why

as well as planned assessments and lesson plans. The second task addresses the instruction. What did the intern actually do during the lesson? This part also involves videotaping the intern teaching. The third task focuses on the assessment and analysis. What did the students learn? Was the lesson successful and how do you know?

The edTPA is a major part of the student teaching experience. While, the intern may ask the mentor for support in completing the tasks for the edTPA and will need a block of time to teach and video tape the required lessons, it is not the mentor’s responsibility to assure the intern’s

completion of the edTPA. Mentors can help interns by asking reflection questions about the intern’s lesson planning, teaching and assessment.

Concerns with Interns Interns are guests in the classroom. When concerns arise in the field, OFS guides the decision-making process by the overarching understanding that our first responsibility is to children in

classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility. Please see the Intercession Process for more details on how concerns are handled.

Liability Cleveland State University is not liable for any consequences due to interns’ inappropriate actions or negligence. As the teacher of record, the mentor teacher maintains full responsibility

for the safety of the Pre-K-12 students at all times. Mentors or another licensed teacher should always be available to the intern if the intern encounters situations he/she cannot control.

Please see The Intern for more details. Substituting Interns do not have the protection from liability that the mentor teacher has.

Interns may not serve as a substitute teacher and may not take children off the school grounds unless accompanied by a licensed teacher as part of a school-sanctioned event. Please see The Intern for more details.

Office of Field Services Rev. July 2020 53

Section 9.6: Completing the Experience Saying Good-Bye

The intern has spent a significant amount of time with these students and it benefits all to have some type of closing activity. Discuss a way for the intern and the students to say goodbye to each other. This can take a variety of forms depending on type of experience and age of students.

Closing Tasks

As the intern’s experience draws to a close, there are several things a mentor is asked to complete:

• A final triad conference with the student intern and the supervisor to discuss the student’s growth

and future goals.

• The Field Experience Record Form and submit to the University supervisor. Supervisor will also sign and return form to OFS.

• Write a letter of recommendation for intern, providing a copy to the student in advance of his/her final day. A letter of completion can be substituted for Interns not meeting Mentor’s standards.

• Collect any materials loaned to the intern and assure intern removes all personal items from

classroom.

• The online evaluation of the OFS office and of the university supervisor worked with during this experience.

Section 9.7: OFS Observations and Triad Conferences

Observation Information

Mentor teachers who have a student for the entire semester are required to complete two formal observations. Mentor teachers who have a student only half the semester (or share a student with another mentor) are required to complete one formal observation.

OFS uses the Taskstream database for completing and storing all formal observations for interns. It is requested that observations be submitted electronically to the Intern’s Supervisor for upload to the Intern’s portfolio.

Office of Field Services Rev. July 2020 54

Timeline Please note that this is a suggested timeline. Confirm appropriate dates for observations and

triad conferences with intern’s CSU supervisor. Week Internship I / Practicum Internship II / Student Teaching

2 Supervisor Observation 1

3 Supervisor Observation 1 Mentor Observation 1

4 Mentor Observation 1 Supervisor Observation 2

6 Supervisor Observation 2 Supervisor Observation 3

7 Midterm triads held by the end of week 8 Midterm triads held by the end of week 8

8 Supervisor Observation 4

9 Supervisor Observation 3

10 Mentor Observation 2 Mentor Observation 2,

11 Supervisor Observation 5

12 Supervisor Observation 4

13 Supervisor Observation 6

15 Final triads completed Final triads completed

Week *Apprentice Teaching I Apprentice Teaching II

2

3

4 Observation 1 Observation 1

5 Observation 2

6 Midterm triads held by the end of week 7 Midterm triads held by the end of week 6

7 Observation 2

8 Observation 3

9 Observation 3 Observation 4

10

11 Observation 5

12 Observation 4 Final triads completed

13

14

15 Final triads completed

*Apprenticeship Teaching 1 will consist of 4 observations, two by the mentor and two by the University supervisor. The order of these observations will be determined by the supervisor

and/or mentor according to the student’s needs. Further observations may be requested by the Mentor, Supervisor, OFS staff or the student to assure adequate feedback for student growth. Completing an Observation

Directions for completing the observation process are outlined below. The CSU Supervisor can give more specific directions for completing an observation. Step 1: Locate and become familiar with the OFS Observation Form. This form is emailed at

beginning of semester. It can also be found in the Mentor Packet or a copy can be received from the University Supervisor. It is also on the OFS webpage under Forms/Handbook. Find the specific observation form under the correct licensure area. Note the Ohio Standards for the Teaching

Profession, as this will help you identify areas of strength or improvements for your student. Noting these as you observe the student will help you gather the needed evidence for the CPAST 7 and15 week evaluations.

Office of Field Services Rev. July 2020 55

Step 2: Intern submits a completed Lesson Plan via email to mentor and via Taskstream to

supervisor 48 hours prior to the day of the lesson. (See The Intern: Lesson Planning section for more details) Mentor and Supervisor give feedback as needed and intern revises and resubmits plan if needed.

Step 3: Observe the intern teach. Take notes, script classroom conversations, and/or collect other kinds of data to address the items on the observation form. This data should identify the intern’s strengths as well as recommendations for improvement. Use the “Look Fors” document found in the mentor folder to identify needed evidence for the Pedagogy and Dispositions section of

Observation form. Note that all areas of the Pedagogy and Dispositions section will not be observed in each observation.

Step 4: Hold a Post-Observation Conference. Ideally, this conference occurs immediately following the observation or as soon after as possible. Encourage the intern to reflect on the

lesson’s positives and areas for improvement. Ask the intern to share his/her own reactions and justify reflections using evidence from the lesson. The observer should share information from the observation to discuss strengths and areas for growth, with specific evidence from the lesson. Together, the observer and the intern set a Growth Goal for subsequent observations and

identify specific supports the mentor can provide the intern to support that growth. Step 5: Complete the OFS Observation Form. Give intern a copy of observation and submit a copy to supervisor.

Step 6: CSU Supervisor will review the completed OFS Observation Form and post to Intern’s Taskstream portfolio.

Triad conferences Two Triad Conferences are held during the semester. The first Triad is held at the midpoint of the semester while the second Triad is held at the end of the semester. The Triad conferences are an

opportunity for the intern, mentor, and supervisor to sit down and assess the intern’s progress. The CPAST evaluation is used during practicum/student teaching, IT I/IT II and AT I/AT II as the basis for both Triad discussions. Observations are used to gather evidence of the Intern’s practice and attainment of the Ohio Standards for the Teaching Profession, (OSTP) and Program Specific

Standards before completing the CPAST form. This form is comprised of two parts. The general part of the form has been developed in collaboration with other universities and colleges across Ohio. It has been aligned to the OSTP, CAEP AND INTASC standards as well as RESA. The Second part of the form is aligned to the Specialized Professional Association (SPA) outcomes. It serves as

a formative and summative assessment. The University Supervisor, Mentor Teacher, and Intern complete the form independently prior to discussing the ratings at the Triad. During the discussion, each member of the team presents sources of evidence to support their rating. Through the discussion, the team agrees on final

consensus scores that are entered into the Intern’s Taskstream portfolio. The CPAST rubric includes two subscales: (1) Pedagogy and (2) Dispositions. Find the rubric and in the Mentor folder.

The Pedagogy subscale includes rows categorized into four sections:

Office of Field Services Rev. July 2020 56

(1) Planning for Instruction and Assessment (2) Instructional Delivery

(3) Assessment (4) Analysis of Teaching

The Dispositions subscale includes rows categorized into three sections:

(1) Professional Commitment and Behaviors (2) Professional Relationships (3) Critical Thinking and Reflective Practice

The form includes a Goals section to be completed at the midterm AND end of the term. (1) At the midterm, the goals should guide the intern’s development for the remaining time in the field. (2) At the end of the term, the goals may be used to support future practice.

Levels of Performance The CPAST is designed to show Intern growth over time thus Student Teachers, IT II an AT II are

held to higher levels of performance than Practicum, IT I and AT I. Passing grade for Student teachers, IT II and AT II is an average score of 1.78 while passing for a practicum student, IT I and AT I is an average of 1.28. A. The rating scale includes four levels of performance:

• Exceeds Expectations (3)

• Meets Expectations (2) (expected for most Student teachers)

• Emerging (1) (expected for most Practicum students)

• Does Not Meet Expectations (0)

Section 10: The Supervisor

The Supervisor 1. General Information

2. Attendance

3. Academics

4. Getting Started

5. During The Experience

6. OFS Observations and Triad Conferences

7. Completing the Experience

The Supervisor is an employee of the University, which has expertise in the program area he/she

is supervising. Supervisors are the connection between OFS and the intern and/or mentor and are available for support to both. Supervisors act as a resource to discuss CSU policies and procedures regarding field experience.

Office of Field Services Rev. July 2020 57

Section 10.1: General Information Supervisor Orientation

Supervisors are expected to attend the Supervisor Orientation held at the beginning of each semester. These Orientations are meant to support the supervisor while reviewing college updates as well as, changes in policies, requirements and/or forms. Supervisor Meetings

Supervisors are encouraged to attend the Supervisor Community Meetings held throughout the semester. These meetings are a chance for supervisors to network and discuss issues in the field. Many important topics are covered at these meetings including:

• Data affecting our work

• Using data to inform practice

• Schedule changes

• College updates

• National trends in the field

• Concerns and Celebrations from the field

• Paperwork exchange

Identification CSU supervisors and students are required to wear identification at all times in the school or school district. The Office of Field Services provides CSU lanyards designed to hold the CSU ID Card. Many schools also require visitors to present a driver’s license or state ID upon entry to the

building. Professionalism

The student’s Supervisor is asked to support the Intern’s transition from student to professional teacher. Guiding Interns as they negotiate the school culture is an important aspect of the field experience. Being a role model of the Professional Dispositions expected of students

is crucial. The supervisor provides the scaffolding for the intern’s professional growth. Please see The Intern for more information on the Professional Dispositions.

Confidentiality Supervisors are to follow the confidentiality rules of the University including FERPA and sign a confidentiality agreement. It is imperative to respect interns, students, families, and school personnel’s confidentiality. Supervisors and Interns are expected to maintain confidentiality in

seminar discussions. While interns may have questions and want to discuss experiences, it is best to avoid judgment or criticism. Supervisors may discuss concerns they have with interns or school personnel with OFS personnel in a confidential setting. Supervisors are to maintain the same level of confidentiality as interns in regard to posting on

social media. Please see The Intern for more information on FERPA Section 10.2: Attendance

Office of Field Services Rev. July 2020 58

Attendance and Punctuality Policies The supervisor is a role model for the Intern and a representative for the Office of Field services.

Supervisors are expected to present themselves in a professional manner at all times. The Work Ethic Professional Dispositions speak directly to the importance of arriving on time and being well prepared to complete the task at hand. In order to model this for interns the supervisor is expected to:

Punctuality Attendance Arrive on time Schedule visits with Mentor/Intern

Include enough time to sign-in and out at office Arrive on scheduled days

Enter room before lesson starts Notify intern and school if unable to attend

Notify school if going to be late Schedule seminars

Start and End Seminars on time Arrange a sub for seminars you cannot attend

Monitoring Students’ attendance

The supervisor is to check the intern’s attendance log at each site visit and report any concerns with attendance or punctuality to OFS. Please assure intern is signing in and out at the school each day. The supervisor will collect the student’s attendance log at the end of the semester and turn it into OFS. For further information, Please see the attendance policies under The Intern and The

Mentor.

Section 10.3: Academics Academic Integrity

While interns are in the field, they are entitled to all rights and bound by all responsibilities outlined in the CSU Code of Student Conduct. This includes academic integrity. Any work submitted for grading (e.g. lesson plans, reflections, assessments, portfolio artifacts) must be interns’ own work. If a supervisor suspects an intern of plagiarizing, they will follow the

procedures outlined in the Academic Misconduct Policy. Academic Requirements and Deadlines All assignments outlined in syllabi should be turned in to supervisor or seminar leader on the date

indicated (this includes assignments that need to be submitted to Taskstream). Supervisors should address their questions about assignments to Seminar Leaders. Concerns with Interns

Interns are guest in the Mentor’s classroom. When concerns arise in the field, OFS guides the decision-making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our

third responsibility. If a concern arises with an intern, supervisors are to do due diligence by:

• First: speak to all parties involved to verify and specify the concern

• Second: gather evidence and documentation pertaining to concern

• Third: notify the OFS Director.

• Forth: Conference with the Intern and Mentor teacher to create a SMART goal* to support the

intern’s improvement. Please see the Intercession Process for more details on how concerns are handled *Smart goals can be defined as: S: Specific; M: Measurable; A: Attainable; R: Relevant; T: Time bound

Office of Field Services Rev. July 2020 59

Section 10.4: Getting Started Introducing Self to the Intern Interns will be introduced to their supervisors at the Intern Orientation. At that time the supervisor:

• Exchanges contact information: preferred phone number and email address and appropriate times for contact outside of school hours.

• Discusses when the supervisor will make the first visit to the school

• Discusses dates for seminars

The First Week This is the beginning of an exciting professional experience for the intern! During this week, the intern is becoming familiar with the school and classroom environment and getting to know the mentor. The supervisor visits this first week to:

• Introduce self to Mentor and School Personnel.

• Exchange contact information with Mentor.

• Assure Mentor receives the Mentor Packet from the Intern.

• Answer questions from Mentor and/or Intern.

• Review responsibilities, roles, and expectations

Section 10.5: During the Experience

Program and Subject Specific Syllabi

• Course specific syllabi are available on the OFS Website

• Each syllabus identifies course outcomes and key requirements.

• Supervisors need to read the syllabus to gain an understanding of what is expected from the intern in the field.

• Seminar Leaders determine which assignments the Supervisors are responsible for addressing.

• Supervisors may not revise or disregard an assignment on the syllabus or TaskStream

TaskStream Supervisors are to familiarize themselves with all TaskStream assignments for their interns.

Supervisors are to review available rubrics for each assignment in order to support the intern’s success with completion of assignments. Supervisors will upload the Mentor and Supervisor Observations and complete the Triad Conference Scores. See The Intern for more information.

Supporting the Intern The field experience is a time of learning for the Intern. Several suggested topics for intern exploration are listed under The Intern. Supervisors can encourage the mentor to support the

Office of Field Services Rev. July 2020 60

Interns’ learning and exploration in these and other areas. Supervisors are encouraged to share their own experiences with Interns if it supports the Interns professional growth. Supervisors also

support the Intern through:

• Providing guidance to the interns through regular visitations to observe them teach

• Holding conferences with interns and their mentor teachers

• Use of Coaching Prompts and Critical Questioning

• Introducing the Co-Teaching Lesson Plan

• Supporting interns Growth Mind-set

• Working with mentor teachers and their interns on planning, delivering, and evaluating instruction

• Helping to resolve problems affecting the Intern/learning situation

• Reviewing progress with mentor teachers

• Providing a midterm progress report with concrete suggestions for improvement

• Serving as a liaison between cooperating school personnel and OFS

• Keeping the OFS Program Coordinator informed of major Intern problems that develop during the

semester, and help in the intercession process when necessary

• Inform students of available resources, such as:

• OFS Smart board, which may be used for practice

• Availability of Video equipment to complete assignments

• Curriculum Center at Library as well as the Writing Center

• Where and how to find relevant research for assignments

• Relevant advocacy groups or resources.

Lesson Planning Please see the policies for lesson planning under both The Intern and The Mentor. Supervisors will

discuss with Interns when and how they wish to have lesson plans completed. Interns are to turn in lesson plans to Taskstream a minimum of 48 hours before teaching. Supervisor is to review the lesson plan and contact Intern with any concerns and/or needed revisions. Supervisors may refer to The 10 Essential Questions for Student Interns When Planning Lessons and Lesson Plan Assessment

Checklist to provide focused feedback to Interns. Interns are not permitted to teach without a written plan. Any concerns about interns’ ability to complete lesson plans need to be reported to OFS immediately.

Section10.6: OFS Observations and Triad Conferences

Observation Information

Supervisors are required to complete formal observations. The number of Observations is determined by the program area and type of field experience of Intern. OFS uses Taskstream Database for completing and storing formal observations. Supervisors are to complete the OFS Observation form on Taskstream.

See The Mentor for a suggested timeline for completing observations and Triad conferences.

Office of Field Services Rev. July 2020 61

Completing an Observation See The Mentor for information on how to complete an observation. OFS staff is available to

support the Supervisor’s use of the observation form to collect needed data and evidence. Triad conferences

See The Mentor for information on how to prepare for a Triad conference. Triad conferences are a time to encourage interns to reflect on their current level of practice and how to continue growth in both pedagogical practices and developing dispositions. The supervisor encourages interns to take the lead at the conference and encourages interns to advocate for themselves

using evidence. The Triad conference is also a good time to encourage interns to use research and theory to support their teaching practices. Once CPAST consensus scores have been established for the Triad, they are recorded into the Taskstream database by the supervisor.

Section10.7: Completing the Experience Closing Tasks As the intern’s experience draws to a close, there are several things a supervisor is asked to complete:

• Participate in a final triad conference with the student intern and the Mentor to discuss the student’s

growth and future goals.

• Complete and sign the Field Experience Record Form and submit to the Director of OFS.

• Write a letter of recommendation for intern, providing a copy to the student in advance of his/her final day. A letter of completion can be substituted for Interns not meeting Supervisor’s standards. Upload letter in Taskstream.

• Complete Final Evaluation of Intern, Mentor, Field Site, and OFS.

• Return all required paperwork to OFS and/or Taskstream:

• Mentor and Supervisor Triad consensus forms

• Final Supervisor Evaluation

Office of Field Services Rev. July 2020 62

Section 11: The Seminar Leader

The Seminar Leader 1 General Information

2 Duties

3 Concerns with the Intern

Section 11.1: General Information

Seminar Leaders are responsible for running weekly seminar class. Seminar leaders will distribute the Class syllabus to students and supervisors. Seminar leaders will assign and grade assignments

which will be completed by the intern, in the field experience and/or using their knowledge of the field to complete.

Section 11.2: Duties Seminars See program specific syllabi for when and how seminars are offered. Seminars are held weekly during the semester to support interns’ completion of assignments, including the edTPA. Seminars

are also a time for interns to discuss best practices and how to apply those practices to the classroom, as well as allowing interns the opportunity to discuss and obtain feedback on the high and low points of their experiences. This feedback is seen as highly valuable and, in many cases, validating for the intern.

Some do and don’ts for running a seminar are listed below. DO DON’T

Take attendance at each seminar It is mandatory for interns to attend seminars

Allow interns to have unexcused absences

Allow interns to steer the conversations and discussions

Allow an intern or group of interns to dominate the seminar

Establish a safe and productive atmosphere Assign readings or homework outside this curriculum guide or the course syllabus

Clarify interns’ concerns regarding college policies and deadlines

Change college or university policies based on personal preferences

Encourage risk taking Allow non-participation

Offer interns the opportunity to discuss frustrations and success stories and recognize

Lecture or dominate discussions

Office of Field Services Rev. July 2020 63

their discussions as part of the learning process

Encourage differentiated reflection on teaching practices

Insist every intern complete reflection work in the same way.

Inform OFS of any potential concerns about Seminar in a timely fashion

Dismiss interns’ complaints or venting as inexperience or immaturity

Provide interns with examples of standards- based, lesson plans

Encourage interns to use a non-compatible lesson plan format

Invite interns to share classroom materials and TaskStream/edTPA artifacts

Show movies/videos, except for brief, relevant clips

Seminar leaders may share their expertise during seminar with:

• Using Academic Content Standards and/or Early Learning and Development Standards

• Using student data to inform practice

• Effective Methods for instruction of students with Dyslexia

• Collecting evidence of teaching practices

• Ohio Teacher Evaluation System (OTES)

• Resident Educator Licensure process (RESA)

• Value-Added Progress Dimension

• Ohio Standards for the Teaching Profession (OSTP)

• School Operating Standards

• Professional Development Standards

• Completing edTPA and TaskStream assignments

• Completing Ohio Licensure Testing requirements and on-line Licensure application

Section 11.3: Concerns with the Intern If a concern arises with an intern, the Seminar Leader contacts OFS and the program director.

*See Intercession Policy

Section 12: Office of Field Services

Office of Field Services 1 Professional Dispositions

2 Career Services

3 Intern Supports

4 Concerns with the Intern

The staff of OFS is committed to assuring Cleveland State Students and interns have educative experiences that will aid them in their development into highly skilled educators. OFS is committed to quality customer care for the students and interns we serve as well as the schools and Mentors whom except our interns and most of all for the students who will be taught by our interns. OFS is

driven by the latest research data and national trends to inform its work and policies and to prepare students for the workforce.

Office of Field Services Rev. July 2020 64

OFS acts as the liaison between CSU community partners, stakeholders, and faculty, sharing up to date information on edTPA, teaching standards and teacher evaluation. OFS aligns intern

assignments with Ohio’s Teacher Standards, to enable a smooth transition from Intern to Professional as well as edTPA to Resident Educator Summative Assessment.

Section 12.1: Professional Dispositions Field experience is different than any other type of class. The major responsibility of OFS to the intern during a field experience is to give dispositional feedback. See dispositions in The Intern. The obtainment of professional dispositions is not measured in a traditional college class setting. The field experience gives faculty and supervisors the opportunity to see the intern “at work” thus

allowing the scaffolding of intern’s acquisition of these skills. Acquiring these skills is imperative for a student wishing to obtain employment in a school district.

Section 12.2: Career Services OFS helps to smooth the transition from student to professional not only with dispositions but also through career services such as:

• Connections to career services

• Networking and/or interviewing opportunities

• Job fairs

• On-line application process

• CSU career day

• Posting of job openings on CEHS Facebook page.

Section 12.3: Intern Supports OFS advocates for interns’ varied needs during the field experiences. OFS works to maintain intern’s access to:

• Computer labs

• edTPA resource materials

• TaskStream support

• CSU Curriculum library

• Practice Classroom complete with smart board

• Video equipment

Section 12.4: Concerns with the Intern Interns are guest in the Mentor’s classroom. When concerns arise in the field, OFS guides the

decision-making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility. If a concern arises with an intern OFS will act as an arbitrating body to assure all parties concerned are provided due diligence.

See Intercession Policies for more information.

Office of Field Services Rev. July 2020 65

Section 13: Intersession Process (Graphic)

Office of Field Services Rev. July 2020 66

Section 13.1: Intercession Process When concerns (pedagogical or dispositional) arise in the field, the Office of Field Services (OFS) uses evidence gathered from intern, mentor, supervisor, faculty, and OFS representatives to

support the intern toward successful completion of his or her experience. OFS guides the decision-making process by the overarching understanding that our first responsibility is to the children in P-12 classrooms, our second responsibility is to mentor teachers, and our third responsibility is CSU interns.

During the intercession process, OFS will use a variety of indicators of quality to coach the intern in best practice or to determine a level of negligence. All documentation collected in this process will be kept in a locked drawer in a coordinator’s office during active semesters and then filed in

student’s permanent files in OFS. The reporting window for concerns is within a 48-hour period. The goal of the intercession

process is to reduce conflict and build skills and support for navigating differences and conflicts, which will naturally arise in collaborative experiences. The further away that reporting is from the precipitous, the more that the unaddressed concern will grow and risk becoming unnecessarily larger. Resolution of conflict is preferred over dissolution of match.

Path 1 and Path 2 evidence gathering process:

• Sources of evidence include but are not limited to:

o Emails o Lesson plans o Observations o Phone scripts

o Texts o Site visits o Mid-semester triad and final triad grades*

• Evidence is processed through appropriate tools including: o Lesson plan checklist o Disposition checklist

o Syllabi o Handbook o edTPA task analysis timeline and support tools

* The grade on a final triad constitutes a portion of the course grade but is not indicative of a course final grade.

The Intercession Process can follow one of 2 paths. Data collected may determine need to

pursue both paths 1 and 2. OFS Intercession can begin at any point in the semester up through the last day in the field. Circumstances that led up to OFS intercession may be pedagogical or dispositional in nature.

The reporting window for a concern regarding supervisor, mentor, or intern is within 48 hours.

Office of Field Services Rev. July 2020 67

Path 1: Concern regarding progress Supervisor, Seminar Leader, or Mentor raises a concern regarding intern progress as a teacher candidate. If evidence gathered in the intercession process indicates that children’s learning,

safety, and/or dignity is at risk, the process may rapidly escalate to a level 3 concern possibly involving the OFS Director.

Level 1: At first concern based on available data, a Collaborative Conversation is held between the supervisor and/or the seminar leader and intern and may include the mentor. The conversation will follow the collaborative template. This results in an informal plan and documentation noting steps toward a specific, measurable goal. The supervisor will email the

intern and OFS summarizing the conversation and setting up a check-in point not to exceed 7 days. OFS will contact the seminar leader to inform him or her of this conversation. The Collaborative Conversation Guide is utilized as a documented first step in coaching an intern.

This tool is designed to facilitate consistency among multiple stakeholders, to coach the intern, and to scaffold the development of a skill set that allows for generalization of the skill in other interactions and environments.

Level 2: Data Collection and Conference: This is held by an OFS Program Coordinator.

• Review of evidence either 1) indicates that children’s learning, safety, and/or dignity is at risk and

may result in a level 2 conference or 2) shows lack of growth on CPAST rubric and/or disposition checklist.

• The main objective of the data conference is to scaffold intern success and create a level 2 action

plan using the mediation conference form. The action plan goal will be measured and reviewed in no more than 14 days.

• If a new concern arises, an intern may be in the data collection and conference process a maximum

of 3 times prior to moving to a concern conference.

• On some occasions, a second coordinator or the supervisor will serve as a scribe for the data conference.

• Seminar Leader will be informed of this new data, conference, and may be requested to attend the conference.

Level 3 Concern Conference: This is held by the OFS Director.

• Evidence indicating lack of growth toward goals of the level 2 action plan or evidence indicating

that children’s learning, safety, and/or dignity is at risk may result in a level 3 conference.

• A coordinator will serve as a scribe for the level 3 concern conference. Seminar Leader and/or Supervisor may also be in attendance.

Office of Field Services Rev. July 2020 68

Possible Outcomes Include:

1. Student’s growth in pedagogical skills and disposition show evidence of successful completion of field experience.

2. Student is removed from the field by loss of invitation

• Factors that determine whether or not a new placement will be sought for the same semester or a future semester include:

o Intern’s disposition o The point in the semester when the intercession occurs

▪ New placements will not be provided if 66% of the field experience or more has

been completed prior to invitation loss. o The evidence gathered throughout the process o Intern’s progress and growth as evidenced by observations and triad

• Interns are limited to two attempts at an experience and will not receive a third placement after

being removed from the field a second time. A second placement is not guaranteed based upon factors detailed above.

• Removal from the field whether by OFS or Mentor, may be as a result of a pedagogical or

dispositional concern.

• Regardless of grade or point in the semester, an intern can lose his or her invitation from a mentor.

3. Student is removed from the Field by OFS

• OFS will serve as a liaison with ESSC in supporting the student in the petition process to: o Graduate without licensure

o Repeat the experience o Proceed following a different path

• Interns are limited to two attempts at an experience and will not receive a third placement after

being removed from the field a second time. A second placement is not guaranteed based upon factors detailed above.

• Removal from the field whether by OFS or Mentor, may be as a result of a pedagogical or

dispositional concern.

• Regardless of grade or point in the semester, an intern can be pulled from the field.

Path 2: Concern Regarding Goodness of Fit a. Intern, Mentor, Seminar Leader, or Supervisor reports a concern based on available data regarding the match and goodness of fit of a placement, experience, or supervisor. OFS services on behalf of the intern include:

• Use of quality indicators to provide evidence of placement quality

• Seek new placement or alternative supervisor if deemed appropriate

• Provide modified timeline, if necessary, for assignments or obtainment of needed hours.

b. If Supervisor is a CSU faculty member, The Faculty Chair will be informed of any path 2 concerns and will be involved in next steps in review available data.

Office of Field Services Rev. July 2020 69

Any intern with concern regarding his or her interaction with the intercession process should contact the Office of Institutional Equity (OIE). OIE handles issues of discrimination and/or

harassment. Please be aware of the Discrimination/Harassment Policy and the Procedures for Investigating Complaints of Discrimination and Harassment (“Procedures”). You can find more information about OIE on the website (http://www.csuohio.edu/institutional-equity/institutional-equity). Please review, the University’s Discrimination and Harassment Policy and the associated

procedures.

Office of Field Services Rev. July 2020 70

Need to Know

Model of Teaching

Student Resources Education Student Services Center

Writing Center

Curriculum Library Office of Judicial Affairs

Office of Disability Services CSU Care Team

Lift Up Vikes CSU Counseling Center

Career Services and Placement Center

Ombudsman

Endorsements

Reading 4th/5th Grade Generalist

TESOL Gifted and Talented Learners

Computer and Technology Middle Childhood

Graduating without Licensure

Office of Field Services Rev. July 2020 71

Section 14: Model of Teaching

Model of Teaching The Cleveland State University (CSU) Model of Teaching is expressed as “The Teacher as a Reflective, Responsive Professional – A Partner in Learning.” CSU teacher education graduates are known for distinctive abilities that reflect the four knowledge bases that compose

this model: Inquiry, Contextualism, Partnership, and Professionalism. As Figure 1 indicates, the four elements of the model are related and emanate from our common beliefs about learners and the teaching-learning process. Inquiry (reflective), Contextualism (responsive), and Partnership (partner) guide the design of program elements, e.g., program outcomes,

instructional strategies and activities in courses, and program evaluation.

Figure 1: CSU Model of Teaching

As conceptualized, the three elements in the Knowledge base are encircled by the concept of

Professionalism. The Model assumes that Professionalism is not a plateau but rather a career- long process of reflection and growth, an ongoing process whereby teachers constantly enhance their understanding of how Inquiry, Contextualism, and Partnership relate to the teaching- learning process. Finally, at the very center of the Model is the learner. CSU teacher education

graduates take seriously their role in implementing and adapting the Model to a variety of instructional environments, urban and suburban, where learner diversity – measured in terms of gender, race, ethnicity, socio-economic status, and exceptionality – is often in high profile.

For more information about the CSU Model of Teaching, you can view the Conceptual

Framework Report and Teacher Education Model on the CSU web site at: https://www.csuohio.edu/cehs/te/te follow the "The Teacher as a Reflective, Responsive Professional - A Partner in Learning" link on the homepage.

Office of Field Services Rev. July 2020 72

Section 15: Graduating Without Licensure

Graduating without Licensure In order to graduate without licensure, a student needs to meet with an advisor in the ESSC to assure they will earn 120 credit hours. The Student will also need to petition the College to earn the degree without licensure. If the petition is approved the student is required to replace the

student teaching capstone with EDB 495, Seminar in Classroom Inquiry, , which is available spring and summer semesters only. This course is only offered as a face-to-face class.

Section 16: Student Resources

Student Resources 1. Education Student Services Center

2. Writing Center

3. Curriculum Library

4. Office of Judicial Affairs

5. Office of Disability Services

6. CSU Care Team

7. Lift Up Vikes

8. CSU Counseling Center

9. Career Services and Placement Center

10. Ombudsman

Section 16.1: Education Student Service Center (ESSC) The College Advising Office (Education Student Services Center) mission is to provide accurate, timely & helpful academic & professional guidance and support to future, current and past CEHS students. Students should be sure to have current copies of their Programs of Study on file in the

office, especially if they’ve been given transfer credit(s) from another college/university or waivers. The ESSC provides a variety of services including:

• Track the student’s progress through the College Student Data Base

• Process Petitions.

• Provide both BCI and FBI Fingerprinting Services.

• Process the graduation application and teacher licensure application when submitted

• Provide a timeframe for return of the actual license document from the State Department of

Education

• Process the student’s state teaching license application

• Provide information about OAE Examination requirements, dates, costs, and procedures

• Answer questions regarding completion of the Teacher Preparation Program

Office of Field Services Rev. July 2020 73

Campus Location: Julka Hall 170 Office Hours: Mon - Thurs: 8:00am - 6:00pm, Fri: 8:00am- 5:00pm

For Appointments Call: 216-687-4625 Fax: 216-687-9284 For Further Information: coe.advising@csuohio.edu

Section 16.2: The Writing Center Writing is an important skill for professionals. The Writing Center is available to help with any student writing assignments including TaskStream and/or edTPA. In addition to tutoring

services, the Writing Center also maintains a library of reference books, handbooks and other resources helpful to all writers. Campus Location: Rhodes Tower 124, 1860 E. 22 Street

Office Hours: Mon - Thurs: 9:30am - 7:00pm, Fri: 9:30am - 4:00pm For Appointments Call: 216-687-6981 Dr. Mary McDonald For Further Information: Phone: 216-687-6982; Fax: 216-687-6943

Section 16.3: Curriculum Library The Curriculum Library is found on the third floor of the Main Library. There are numerous resources for interns to use for lesson planning and implementation such as, but not limited to: curriculum resource guides, thematic units, juvenile literature collection, instructional media and

manipulatives, reference guides and reading material. Campus Location: Rhodes Tower 301, Multimedia Services

For Further Information: Diane Kolosionek at (216) 802-3358

Section 16.4: Judicial Affairs If interns or supervisors need to file a complaint involving a violation of the Student Conduct Code, information is available in the Office of Judicial Affairs. The complaint usually results in a formal charge, which describes the incident or action and states the violation as it relates to the

Code. This is the first stage of the judicial process. Students can get a copy of the Student Code by going to the Department of Student Life, MC 106 and asking for Valerie Hinton Hannah, Judicial Affairs Officer.

Campus Location: Main Classroom Building, Room 106 For Further Information: (216) 687-2048 Email: studentlife@csuohio.edu

Web: https://www.csuohio.edu/studentlife/community-standards-advocacy

Office of Field Services Rev. July 2020 74

Section 16.5: Office of Disability Services The Office of Disabilities serves students with a variety of disabilities, including learning

disabilities, chronic health issues, attention deficit disorders, psychological conditions, visual impairments, mobility impairments, and hearing impairments. Anyone who is requesting accommodations due to a disability is required to make that

request through the Office of Disability Services. Once a person has been identified to this office, the office engages in an interactive process with that person to determine what accommodations, if any, are needed to ensure their equal access and participation in our community. The office website provides basic information about its

services and how they are offered. Please feel free to contact Disability Services if more information is needed, or to set up an appointment. Campus Location: Main Classroom Building, Room 147

For Further Information: Call: (216) 687-2015; Fax: (216) 687-2343 Email: studentlife@csuohio.edu Web: http://www.csuohio.edu/disability/disability

Section 16.6: CSU Care Team The goal of the CARE (Community Assessment Response & Evaluation) Team is to work collaboratively to support the wellbeing and safety of students, faculty, staff, and to promote a culture on campus that encourages reporting of concerns.

Campus Location: Student Center, 319 For Further Information: Call: (216)-687-2048

Email Care Manager: Alex Luisi a.luisi@csuohio.edu Web: https://www.csuohio.edu/care/care CSU Counseling Center

The Counseling Center at Cleveland State University provides a wide range of services to students, faculty, and staff. They offer academic, career, and personal counseling, consultation and outreach programming, training, group facilitation, and other services aimed at helping individuals and groups who are members of the campus community meet their respective personal

and professional goals. If you call during a time that the office is not open, you will be given the option to speak to a counselor on the phone. The counselor will be available any time of the day or night and can offer support and information as needed.

Campus Location: 1836 Euclid Avenue, UN 220 For Further Information: Call: (216) 687-2277 Fax: (216) 523-7219

Email: t.m.seibert@csuohio.edu Web: http://www.csuohio.edu/counselingcenter/counselingcenter

Office of Field Services Rev. July 2020 75

Section 16.7: Lift Up Vikes Lift Up Vikes is a resource center and food pantry meant to support students as they navigate the financial obligations of family life and student life. Students can get fresh fruit and vegetables, non-perishable food and personal care items every week! IT’S SIMPLE, IT’S QUICK AND IF

YOU’RE A STUDENT, YOU QUALIFY!! Campus Location: Recreation Center, Room 168 For Further Information: Call: 216-687-5105

Email: liftupvikes@csuohio.edu Web: http://www.csuohio.edu/liftupvikes/liftupvikes

Section 16.8: Career Services The Career Services Center provides interns with the following information:

• Procedures for registering with Career Services

• Available information and services

• Spring Job Fair

• Assistance with resume development

• Practice interviewing sessions

• Posting available in state/out of state teaching positions

• Passes to Teacher Recruitment Fairs

Campus Location: Rhodes Tower West, Room 280 Office Hours: Mon - Fri: 8:00am - 5:00pm (closed daily12:30 – 1:30pm)

For Appointments Call: 216-687-2233 For Further Information: Phone: (888) CSUOHIO (toll free) Fax: (216)687-9313 Email: careers@csuohio.edu Web: www.csuohio.edu/career

https://www.csuohio.edu/career-services/career-services

Section 16.9: Ombudsperson The University Ombudsperson has the official role of protecting the interests and rights of all members of the Cleveland State University community by being an impartial, trustworthy person to oversee conflict-resolution procedures and assure due process for all parties involved in a

conflict. The ombudsperson strives to achieve informal resolutions of disputes; provides informal, confidential mediation; advises complainants of their rights; identifies the correct bodies to which petitions and requests should be addressed; helps complainants prepare supporting paperwork in clear and concise form; and offers an avenue through which persons with grievances can express

their concerns and develop a constructive perspective on their situation. Campus Location: Parker Hannifin Administration Center, Room 333 Phone: 216-687-3588

Web: https://www.csuohio.edu/provost/ombudsperson

Office of Field Services Rev. July 2020 76

Section 17: Endorsements

Endorsements 1. Reading

2. 4th/5th Grade Generalist

3. TESOL

4. Gifted and Talented Learners

5. Computer and Technology

6. Online Teaching

7. Middle Childhood

CSU offers a variety of endorsement programs. An endorsement is only available to individuals who already have a valid Ohio provisional, professional, or permanent teaching certificate or license. While some classes for an endorsement might be taken before receiving a first license, the endorsement cannot be awarded until the first license is issued. For further information see an

advisor in the ESSC, Julka Hall 170.

Section 17.1: Reading Endorsement Program The Reading Endorsement program at Cleveland State University helps educators prepare students for state reading tests, making them more successful readers in accordance with the Ohio

Department of Education’s 3rd Grade Reading Guarantee ensuring that all students receive the support they need to read by 3rd grade. The program can be completed in as little as 3 semesters and includes summer courses for early completion. With a focus on up-to-date technology, Common Core Standards, and a tailored curriculum to meet the newest testing

standards, the Reading Endorsement Program at CSU broadens teaching horizons and offers a highly competitive edge in the educational job market with opportunity for increased salary. Face-to-face and online course options are offered to fit any schedule.

Section 17.2: 4th/5th Grade Generalist Endorsement The Ohio Department of Education (ODE) created the 4th and 5th Grade Generalist Endorsement, which prepares students to teach at the 4th and 5th grade level in addition to age 3 through 3rd grade, the age band for the current Early Childhood license. The Early Childhood Education 4th and 5th Grade Endorsement program at Cleveland State University can be completed in one

Summer semester, requiring four courses in total. The program also prepares students for the new requirements associated with Ohio House Bill 3313.608 regarding Fourth Grade Reading Capability.

Office of Field Services Rev. July 2020 77

Section 17.3: Teaching English to Speakers of Other Languages (TESOL) Endorsement The Programs in TESOL at Cleveland State University offer professional training to students planning to teach English as a foreign or second language in a variety of settings. Students in the TESOL programs will learn about the nature of language and the psychological processes

involved in first (L1) and second (L2) language acquisition; develop awareness of the process of language variation and change in different social environments; increase knowledge and sensitivity to cultural diversity; apply past and current theories of second language acquisition in the L2 classroom; develop skills to implement current teaching methods in L2 education; improve

their ability to prepare L2 materials using available technology. Candidates for the TESOL Endorsement must complete all 7 TESOL specialization courses and pass the OAE content exam, English to Speakers of Other Languages. Courses need to be taken at the Graduate level. Requires a Practicum Experience

Section 17.4: Online Gifted Education Program Cleveland State University's online program in Gifted and Talented Learners is designed for previously certified/licensed teachers who are seeking any of the following:

• An endorsement as an intervention specialist to teach gifted and talented learners

• A master’s degree in curriculum and instruction with a specialization in gifted education

• Professional development to improve their practice working with high-ability students

Those who complete the endorsement or master’s degree will be eligible to work as gifted intervention specialists, gifted consultants, and/or gifted coordinators in many school districts.

Section 17.5: Computer and Technology Teaching Endorsement This program is for teachers who currently hold an Ohio Teaching certificate or license. Completion of the endorsement program entitles the participants to apply to the State of Ohio for

its Computer/Technology Endorsement.

Section 17.6: Online Teaching Certificate The Online Teaching Certificate includes a sequence of 7 credit hours of coursework and can be taken completely online. This program is designed for K-12 educators, instructional designers, higher education faculty and adult educators who plan to teach online or improve their teaching.

Section 17.7: Middle Childhood Endorsement Teachers with a middle childhood (4-9) license or currently working on a middle childhood license can obtain an endorsement in two additional concentration areas beyond their current licensure by completing the required coursework in those areas. All concentrations are available at the

post-baccalaureate level.

Office of Field Services Rev. July 2020 78

“The Teacher as a Responsive, Reflective Professional: A Partner in Learning”