The Academic Coordinator, informed by Program Supervisors and Program Directors for the Mills College at Northeastern University School of Education, recruits, evaluates, and communicates with a pool of potential District-Employed Supervisors who have clear credentials, at least three years of content area K-12 teaching experience, and meet our program's selection criteria for instruction. All current District-Employed Supervisors receive a minimum of 10 hours of initial orientation on our program's values, structures, and practices as well as coaching approaches and models. In addition to the initial orientation, all District-Employed Supervisors are kept up to date on programmatic changes as well as relevant research and practical information regarding coaching of teachers through webinars, which are sensitive to their time constraints. Supervisors must meet the following criteria:

• A valid California clear teaching credential in the subject area or grade level in which the intern candidate will be assigned.

• At least three years of teaching experience in the same subject area or grade level.

• The ability to provide effective mentoring and coaching to intern candidates.

• Understand the process of mentoring and tutoring a colleague.

• A clear understanding of the CCTC Standards of Practice for Teaching and pertinent TPEs, including literacy instruction for all students.

• A commitment to culturally-sustaining pedagogy, anti-racist, anti-oppressive, and universally designed practice.

• Demonstrable willingness to participate in retreats and training seminars and to become team members in their designated credential program, sharing its goals, philosophy, and program design.

• Have both policy and field-level experience and have a reputation for placing student learning and teaching at the center of their work.

In addition to the above qualifications, District-Employed Supervisors for intern candidates are responsible for the following:

• Support and Guidance: Provide day-to-day support, guidance, and feedback to the intern candidate. This includes classroom observations and feedback sessions.

• Collaboration: Work closely with the teacher preparation program's personnel to ensure that the intern receives consistent and aligned support.

• Professional Growth and Development: Assist the intern in developing and refining their instructional skills, classroom management strategies, and understanding of content standards.

• Evaluation and Assessment: Contribute to the assessment of the intern's progress and performance, ensuring that they meet program and state standards.

• Communication: Maintain open lines of communication with both the intern and the teacher preparation program. Address any concerns or issues promptly.

• Participation in Meetings: Attend and participate in meetings or trainings organized by the teacher preparation program to align and coordinate support for the intern.

• Modeling Best Practices: Demonstrate effective teaching practices and strategies for the intern, serving as a mentor and role model, particularly pertaining literacy instruction for all students.

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