The University Coach is the university representative who is responsible for supervising the experience of a Teacher Candidate or a group of Teacher Candidates during the Clinical Practice (CP) experience.  The role of the University Coach is to provide coaching, feedback, and guidance during the Clinical Practice semester.  The Teacher Candidate is still learning and needs encouragement, reassurance, comfort, guidance, instruction in specific skills, and insight into complex causes of behavior.

All University Coaches need to be familiar with the policies and procedures detailed in the Orientation and this webpage to best support your Teacher Candidate and his/her Cooperating Teacher/Site Administrator.

Clinical Practice Learning Teams

"Encourage each other and build each other up" 1 Thessalonians 5:11

University Coaches will be encouraging their mentees via the new Clinical Practice Learning Team (CPLT) model. The number of mentees will not be different than in the past, as requested, or per the Faculty Load sheet, but the format will change. University Coaches will coaching a team of Teacher Candidates in regular team meetings (every other week or as set up by University Coach). A Canvas course will provide the playbook for the semester. Team meetings have talking points but the coaching will be based upon team member needs (e.g., what has worked well this week, what challenges have you faced, how can we help you). Team members will support each other throughout the semester with individual coaching sessions interspersed. 

For more details see the University Coach Checklist below and attend the  Kick-Off Meeting/Training on August 25, 2023 at 11 am - 1 pm.

Mentoring Checklist

Teacher Candidates in Clinical Practice

Clinical Practice Mentor/Coach reviews/documents 6 video observations for the two 8-week sessions (one semester) using the Observation Reports in the Clinical Practice DRF.

Suggestions for support are including below: 

●      Evaluation and suggestions should be continuous throughout the CP experience.

●      Criticism should be selective. Start with an area of growth that can most easily be improved quickly.

●      It is critical that classroom management be addressed early in the experience since it takes time to gain expertise in this area.

●      Use the discussion after the observation lesson to praise good practice as well as to correct the particular aspects of the lesson that need changing.

●      Remember, the CT helps the TC learn and it is only through trial-and-error that some learning can take place.

●      Evaluate the effectiveness of the TC’s work through the particular focus found in the Teaching Performance Expectations (TPEs).

●      Document suggestions and observations of the TC. Maintain a folder with notes (actual or virtual) and other relevant material.

●      UM and TC connect on a weekly basis via Clinical Practice Learning Team virtual meetings, virtual one-on-ones, email, etc.

●      Try to remain objective about the performance of a TC. Remember that if the TC is not successful, it does not mean you have failed in your role as UM.

Clinical Experiences Handbook

Clinical Practice Syllabi

Teacher Candidates in Clinical Practice have access to their syllabus on their subpage.

NOTE: All TCs upload Agreement of Understanding in Canvas. The Agreement is in the TEP 551, TEP 561, SPED 550 and SPED 570 Syllabi (last page). 

Clinical Practice Orientations

For Orientations, please refer to the Participating in Clinical Practice subpage. University Mentors are not required to complete the Orientation Exit Ticket.

Co-Teaching Guidance

Co-Teaching Model

Traditionally, TCs have slowly and deliberately worked with the MT to assume the primary role of instruction.  During the complete takeover period, it is not uncommon for the MT, while still in the room, to work on other tasks such as curriculum development, Tier Two instruction groups, or other related tasks.

We encourage MTs and TCs, with support from the UM, to consider a team-teaching model. While team teaching or co-teaching is not a new model in schools, it is applicable to the CP experience. This approach allows two professionals to work together to support student learning. The co-teaching model of CP allows students increased opportunities to get help when and how they need it. It affords teachers opportunities to incorporate co-teaching strategies, grouping and educating students in ways that are not possible with just one teacher.

We truly believe that this structure will provide our TCs with a full and rigorous CP experience and allow the MT to remain involved in the quality of learning experiences presented to students. The partnership allows the MT to provide consistent mentoring, providing the TC with the time and support necessary to gain skills and confidence required to teach successfully.

Suggestions for implementing a co-teaching model.

Takeover Planning Guidance

Multiple Subject

Single Subject

Special Education