Field Supervisor Training Educational Leadership and Policy Studies

1. Field Supervisor TrainingEducational Leadership and Policy Studies College of Education and Health Professions University of Texas Arlington Rev: Aug 2014, CGB

2. Definitions • Field supervisor—A certified educator, hired by the educator preparation program, who preferably has advanced credentials, to observe candidates, monitor his or her performance, and provide constructive feedback to improve his or her professional performance. • Practicum—A supervised professional educator assignment at a public school accredited by the Texas Education Agency (TEA) or other school approved by the TEA for this purpose that is in a school setting in the particular field for which a professional certificate is sought such as superintendent, principal, school counselor, school librarian, educational diagnostician, reading specialist, and/or master teacher.

3. The practicum provides authentic, hands-on learning as part of the preparation program for certification as a public school district superintendent. • The candidate works with one or more mentors to develop and demonstrate skills, attitudes, and knowledge needed for school district leadership. • One of the major goals of the practicum is to help candidates transition from a building perspective to a systems perspective.

4. Purpose • The practicum is designed to provide candidates with practical experiences that will prepare them to become effective superintendents. • The intention is to provide a solid support system from both the University and the educational community. • The practicum is a cooperative effort between the candidate, field supervisor, and cooperating administrator. Each has responsibilities in making the experience meaningful. • Please view the Superintendency Internship Handbook (Link to handbook)

5. Qualifications for Field Supervisors TAC 228.2(10) Field supervisor--A certified educator, hired by the educator preparation program, who preferably has advanced credentials, to observe candidates, monitor his or her performance, and provide constructivefeedback to improve his or her professional performance TAC 228.35 (f) (f) On-Going Educator Preparation Program Support. Supervision of each candidate shall be conducted with the structured guidance and regular ongoing support of an experienced educator who has been trained as a field supervisor. The initial contact, which may be made by telephone, email, or other electronic communication, with the assigned candidate must occur within the first three weeks of assignment. The field supervisor shall document instructional practices observed, provide written feedback through an interactive conference with the candidate, and provide a copy of the written feedback to the candidate's campus administrator. Informal observations and coaching shall be provided by the field supervisor.

6. Qualifications of Field Supervisor • Holds valid certificate • Texas preferred • Experience in the field • Minimum of 5 years of experience preferred • Advanced degree

7. Standards for Field Supervisors The Field Supervisor: I. Has theoretical and practical knowledge of teaching and learning for both adults and children. • Understands adult learning • Recognizes the range of learning and performance problems and successes • Provides specific strategies to overcome learning and performance problems and encourage successes II. Understands the theoretical and practical aspects of mentoring, observation of novice educators, and providing feedback. • Stays in frequent contact with the novice • Provides feedback on observations in a timely manner • Provides specific feedback statements to the novice for professional improvement or growth • Leads novice educator in reflection of his or her performance

8. III. Understands the functions and methods of K-12 public and private schools. • Understands the time constraints on teachers and administrators • Understands school schedules • Understands school priorities • Familiar with various curricula for K-12 schools • Familiar with various methods of lesson planning and development • Familiar with various student assessment strategies for diverse students • Familiar with various teaching strategies in K-12 schools for diverse students

9. IV. Is responsible in executing his or her professional responsibilities. • Includes the cooperating administrator in observation and feedback • Provides a copy of the completed evaluation to the candidate, the cooperating administrator, and the educator preparation program in a timely manner • Provides all data required by the Texas Education Agency in a timely manner. • Exhibits flexibility when necessary • The EPP is responsible for maintaining verification of annual field supervisor training. Verification documentation must be available for compliance audit purposes. 

10. Texas Administrative Code On-Going Educator Preparation Program Support. • Supervision of each candidate shall be conducted with the structured guidance and regular ongoing support of an experienced educator who has been trained as a field supervisor. • The initial contact, which may be made by telephone, email, or other electronic communication, with the assigned candidate must occur within the first three weeks of assignment. • The field supervisor shall document instructional practices observed, provide written feedback through an interactive conference with the candidate, and provide a copy of the written feedback to the candidate's cooperating administrator. • Informal observations and coaching shall be provided by the field supervisor as appropriate.

11. Each observation must be at least 45 minutes in duration and must be conducted by the field supervisor. • An educator preparation program must provide the first observation within the first six weeks of all assignments. • For a practicum, an educator preparation program must provide a minimum of three observations during the term of the practicum.

12. Responsibilities of the Candidate Each candidate is responsible for: • Identifying an administrator to serve as the cooperating administrator. • Maintaining regular communication with the school administrator practicum supervisor(s) and the field supervisor. • Completing all forms, experiences, and other obligations as may be requested or required including pre-assessment; log of activities related to the superintendent practicum; artifacts/reflections to be submitted at end of each course. • Identifying and completing practicum activities based upon the needs of the individual and district.

13. Volunteering for and engaging in administrative activities. • Reading current literature as appropriate to the practicum activities and goals. • Attending professional meetings and conferences. • Keeping a log of activities and the alignment of activities to standards. • Asking questions; being observant. • Communicating with the university supervisor to inform her of progress, issues, problems, concerns, questions, etc. • Networking with other candidates.

14. Expectations for Professionalism Candidates are expected to demonstrate professionalism at all times. This includes, for example: • Participating in professional organizations and becoming knowledgeable about professional literature, resources and advocacy groups. • Demonstrating integrity and ethical behavior, professional conduct; and following local, state, and federal laws and regulations. • Communicating effectively (orally and in writing) with students, colleagues, faculty, families, paraprofessionals, and the community. • Participating as a collaborator, team member, advocate, and service coordinator in district level leadership activities and academic coursework. • Recognizing the impact and importance of decision-making processes, ethical practice and self-reflection on professional performance.

15. Responsibilities of Cooperating Administrator The cooperating administrator supports the practicum by: • Providing meaningful administrative tasks with a system wide focus for the candidate. • Allowing the candidate to shadow district level personnel for half days or whole days. • Allowing the candidate to interview district level personnel at various points in the practicum. • Inviting the candidate to attend professional meetings and conferences. • Encouraging the candidate to take an active leadership role in special projects.

16. Assigning meaningful reports to be written or edited by the candidate. • Defining the candidate’s role in selected activities. • Supervising the candidate’s performance in new kinds of activities. • Coaching and evaluating the candidate’s performance; providing frequent feedback. • Serving as an advocate for the candidate.

17. Qualifications of Cooperating Administrator • Holds valid superintendent certificate • Valid Texas superintendent certificate for Texas students • At least 2 years of experience in the field • Minimum of 5 years of experience preferred • Advanced degree • Works in an accredited school district

18. Responsibilities of Field Supervisor (liaison between cooperating administrator and UTA) The field supervisor supervises the practicum by: • Communicating with candidates and cooperating administrator as needed. • Suggesting meaningful activities for the candidate. • Staying in frequent contact with the candidate. • Completing three 45-minute formal observations. • Conferencing with the candidate and cooperating administrator. • Providing written feedback to candidate and cooperating administrator. • Providing specific feedback to the candidate for professional improvement or growth. • Leading the candidate in reflection of his or her performance. • Contacting the program coordinator about issues which may need an action plan or change of placement.

19. UTA Superintendent Practicum Observation Form • Note start date of assignment. • Note start and stop times of formal evaluation and start and stop times for interactive conference. • Obtain needed signatures. • Document that the cooperating administrator received a copy of observation.

20. Additional Information • The cooperating administrators are equal partners in preparing new administrators. Include them (input, conferencing, frequent communications, etc.). • Consistently document additional assistance and coaching. • The UTA Superintendent Practicum Observation Form and Targeted Feedback Form are used. • Candidates must be doing a Texas Superintendent Standards-based activity when they are observed.

21. Standards Required for the Superintendent Certificate(TITLE 19, EDUCATION. PART 7, STATE BOARD FOR EDUCATOR CERTIFICATION.CHAPTER 242, SUPERINTENDENT CERTIFICATE. RULE §242.15) The following are excerpts from this rule. Review http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=242&rl=15 for complete information. (a) Superintendent Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and the State Board for Educator Certification as the basis for developing the examinations required to obtain the standard Superintendent Certificate. The standards also serve as the foundation for the individual assessment, professional growth plan, and continuing professional education activities required by §242.30 of this title (relating to Requirements to Renew the Standard Superintendent Certificate).

22. (b) Learner-Centered Values and Ethics of Leadership. A superintendent is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. (c) Learner-Centered Leadership and School District Culture. A superintendent is an educational leader who promotes the success of all students and shapes school district culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (d) Learner-Centered Human Resources Leadership and Management. A superintendent is an educational leader who promotes the success of all students by implementing a staff evaluation and development system to improve the performance of all staff members, selects and implements appropriate models for supervision and staff development, and applies the legal requirements for personnel management.

23. (e) Learner-Centered Policy and Governance. A superintendent is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context and by working with the board of trustees to define mutual expectations, policies, and standards. (f) Learner-Centered Communications and Community Relations. A superintendent is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. (g) Learner-Centered Organizational Leadership and Management. A superintendent is an educational leader who promotes the success of all students by leadership and management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

24. (h) Learner-Centered Curriculum Planning and Development. A superintendent is an educational leader who promotes the success of all students by facilitating the design and implementation of curricula and strategic plans that enhance teaching and learning; alignment of curriculum, curriculum resources, and assessment; and the use of various forms of assessment to measure student performance. (i) Learner-Centered Instructional Leadership and Management. A superintendent is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school district culture and instructional program conducive to student learning and staff professional growth.

25. Scientifically-based Research Links • ttp://files.eric.ed.gov/fulltext/EJ1012999.pdf • http://aasa.org/uploadedFiles/Publications/Journals/AASA_Journal_of_Scholarship_and_Practice/JSP_Summer2013.FINAL.pdf#page=30 • file:///Users/cgbrown/Downloads/32010-115763-1-PB.pdf • http://cnx.org/contents/cd9a8e5d-7ad4-4cec-b36b-a7f389eb8883@2 • http://cnx.org/contents/c5cca2e0-04d3-4cd9-890c-2f2910aa9c1f@3 • http://cnx.org/contents/9d7fbbac-e20d-4581-bd8b-657d37c4475d@2

26. Code of Ethics and Standard Practices For Texas Educators Enforceable Standards   1. Professional Ethical Conduct, Practices and Performance. Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. Standard 1.2. The educator shall not knowingly misappropriate, divert or use monies, personnel, property or equipment committed to his or her charge for personal gain or advantage. Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses or pay. Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students or other persons or organizations in recognition or appreciation of service. Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. Standard 1.7. The educator shall comply with state regulations, written local school board policies and other state and federal laws. Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students or parents of students. Standard 1.10. The educator shall be of good moral character and demonstrate that he or she is worthy to instruct or supervise the youth of this state. Standard 1.11. The educator shall not intentionally or knowingly misrepresent the circumstances of his or her prior employment, criminal history, and/or disciplinary record when applying for subsequent employment. Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants. Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school activities when students are present.  

27. Code of Ethics and Standard Practices For Texas Educators 2. Ethical Conduct Toward Professional Colleagues. Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. Standard 2.2. The educator shall not harm others by knowingly or recklessly making false statements about a colleague or the school system. Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. Standard 2.4. The educator shall not interfere with a colleague’s exercise of political, professional or citizenship rights and responsibilities. Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter.

28. Code of Ethics and Standard Practices For Texas Educators 3. Ethical Conduct Toward Students. Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. Standard 3.2. The educator shall not intentionally, knowingly, recklessly, or negligently treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health or safety of the student or minor. Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. Standard 3.7. The educator shall not furnish alcohol or illegal / unauthorized drugs to any person under 21 years of age or knowingly allow any person under 21 years of age to consume alcohol or illegal/unauthorized drugs in the presence of the educator. Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: i. The nature, purpose, timing, and amount of the communication; ii. The subject matter of the communication; iii. Whether the communication was made openly or the educator attempted to conceal the communication; iv. Whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; v. Whether the communication was sexually explicit; and vi. Whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.