The capstone experiences of student teaching and practicum are critical in Hunter College’s preparation of teachers. They are often the most important opportunities for the School of Education to help our teacher candidates with their actual practice in the field. The Hunter College field supervisor serves as a teacher –he or she provides support to the teacher candidates, helps them develop their practice, and provides an assessment of their performance in the field. This assessment is a key part of our decision to recommend the teacher candidate for certification as a New York State teacher.
· Available from September through June
· Available to observe teacher candidates completing student teaching, or practicum at their school sites during school day
· Hold a master’s degree and teacher certification in one of the following areas: ESL, ELA, Social Studies, Chinese, French, Italian, Spanish, Latin, biology, chemistry, earth science, or physics
· Knowledgeable about the NYS secondary curriculum, standards, and assessments (e.g., NYS Regents examination)
· Have at least 5 years teaching experience in NYC public school system (preferred)
· At least 5 years coaching, instructional supervision, training, professional development or mentoring experience (preferred)
PSC-CUNY adjunct faculty hourly rate commensurate with academic background and experience.
A field supervisor is compensated for 5 hours for each practicum teacher he/she works with per semester. A field supervisor is compensated for 10 hours for each student teacher he/she works with per semester.
Key Responsibilities of Adolescent Field Supervisors of student teaching and practicum students:
Some teacher candidates are known at Hunter as practicum teachers. These are graduate students who may be teaching in a private school as teacher of record, or who may be teaching in a public school as teacher of record with an internship certificate. Internship certificate holders are at least halfway through their master’s degrees and have passed two of the State exams. They are enrolled in a practicum seminar that generally meets once a week. Your observation of these practicum teachers counts as 60% of their seminar grade. Adolescent practicum teachers are observed twice over the course of the semester. Practicum teachers are required to enroll in two terms of seminar (either fall and spring, or spring and fall). A practicum teacher that you observe may be in either the first or second term of practicum.
Supervision of practicum teachers requires a special sensitivity on the part of supervisors to the teacher’s full-time work status. Since practicum teachers are evaluated regularly by supervisors working for their employer, it is important that Hunter College supervisors make it clear to teachers from the outset that their role is a teaching role, that involves both support and evaluation, and that this role is quite separate from that of their school supervisor. Hunter College field supervisors should not share their observations with school supervisors, unless the practicum teacher provides the field supervisor with written consent via email, and copies the Director of Clinical Experience, and seminar instructor.
As noted earlier, practicum teachers are observed on a varying schedule, dependent on their placement in their academic program. Adolescent practicum teachers are observed twice a semester.
Some teacher candidates are referred to as student teachers. These are undergraduate or graduate students, who are close to completing their degree and who are assigned to a cooperating teacher in a New York City Public School with whom they work for a semester or half a semester. They are also enrolled in a seminar that generally meets once a week. Your observation of these student teachers counts as 60% of their seminar grade. Adolescent student teachers are observed four times over the course of the semester.
As a supervisor, you are responsible for monitoring the student’s progress and providing the supervision and feedback needed. When you begin each assignment, you should introduce yourself to the principal, and ensure that the placement of the student teacher is appropriate. As your assignment progresses, you should consult with the cooperating teacher on an ongoing basis, observe specific lessons, and provide formative assessments and feedback to the teacher candidate
The college seminar instructor is kept abreast of the teacher candidate’s work in the field through supervisors’ timely submission of reports. Supervisors are also expected to communicate via email with the college seminar instructor over the course of the semester.
The field supervisor sets a date and time with the student for each observation, usually a week in advance. The student sends the supervisor a copy of the lesson plan he/she will be teaching at least 24 -48 hours in advance. Each observation consists of a 40-55 minute lesson.
After the observation, the supervisor meets with the student for 20-30 minutes to discuss the lesson and provide feedback. Finally, the supervisor completes the School of Education Observation Rubric and writes a brief narrative essentially summarizing the discussion with the student. This narrative must be typed. Please send your observation rubric and narrative to the student, the seminar instructor and to the Office of Clinical Experience at firstname.lastname@example.org within a week of the observation.
The Observation rubric for each content area can be found at the link below:
The final observation rubric is also submitted electronically through the EPASS assessment system. The observation rubric form with space for the narrative is available as a Word document so that field supervisors may complete it on a computer and send it as an attachment to the student, seminar instructor and to the Director of Adolescent Clinical Experience.
To complete the rubric, the field supervisor checks off the correct level for each item that applies. If a particular item is not applicable for a given lesson, the field supervisor should simply leave it blank. The field supervisor then gives a holistic score for the category (e.g., Knowledge of Learners) consistent with the item ratings he/she has given the student. When the field supervisor has completed rating the student on the categories, he/she should add up the category scores and enter the total in the box called “Sum of Total Points.” The field supervisor then divides this sum by the number of categories and enters this score into the “Total Average” box. This number constitutes the student’s overall rating on the rubric.
The field supervisor’s narrative should not exceed more than two pages typed. It should essentially summarize the discussion with the student and not add additional information that was not discussed with the student. One possible format for the narrative is a first paragraph that briefly summarizes the lesson. A second paragraph might focus on the lesson’s strengths; a third on weaknesses; and a final paragraph on suggestions and recommendations for the future.
In most cases, the student teacher will work primarily with one cooperating teacher at one grade level and spend a few periods a week with a teacher who works with the other grade. Please inform the seminar instructor and the Director of Adolescent Clinical Experience, if a teacher candidate is not meeting expectations as outlined on this webpage. Please also advise us of any issues or problems that may arise at the school regarding placement or safety.
EVALUATION FORMS FOR FIELD SUPERVISORS OF ALL TEACHER CANDIDATES ENGAGED IN CAPSTONE EXPERIENCE
1. Student Teaching/Practicum Observation Rubric The field supervisor’s evaluation form is the “Student Teaching/Practicum Observation Rubric.” This form is filled out for every observation, either in hard copy or electronically. Accompanied by a narrative report, the form is sent to the student teaching/practicum seminar instructor, student and to the Director of Clinical Experiences at email@example.com.
The final rubric for each student is also filled out using the EPASS system. (EPASS instructions will be sent out at the beginning of December in the fall and May in the spring)
ADDITIONAL FORMS FOR SUPERVISORS OF STUDENT TEACHERS ONLY
1. Student Teaching Time Record: Student teachers must keep track of their contact hours on The Time Record Form provided to him or her. It would be helpful if you monitor this form on your visits. The student teacher must submit a copy of this form to the instructor of the student teaching seminar at the end of the semester.
2. Evaluation of Field Site: This form will be filled out once for each school site where you have student teachers. If you have student teachers in two sites, then you’ll do a total of two field site evaluations. The forms will be entered electronically on EPASS.
Field supervisors working with student teachers and practicum students must send each completed observation report to the student, the seminar instructor and to the Director of Adolescent Clinical Experiences at firstname.lastname@example.org within five business days.
All visits for Student Teachers and practicum students must be completed before TBA.
Please note: Adolescent Practicum: two visits, one before TBA; Adolescent Student Teachers at one school: four visits, two visits before TBA; K-12 program student teachers at two schools: four visits, two visits before TBA.
Please note that every student in a seminar course must complete one video observation.
TEACHER CANDIDATES ENROLLED IN PRE-STUDENT TEACHING FIELDWORK COURSES THAT REQUIRE EVALUATED OBSERVATION
Teacher candidates enrolled in Method 2 courses in ELA, Math, Science, Social Studies and Foreign Language must teach one lesson that is videotaped, and observed by a field supervisor. The lesson should be designed by the methods student with input from the host teacher and should fit within already established unit/learning goals for the day the lesson is to be taught. In other words, it should not be a “one off” lesson disconnected from the lesson sequence already established by the host teacher.
The field supervisor sets a date and time with the student to either observe he/she teach the lesson live, or to view the videotaped lesson . The student sends the field supervisor a copy of the lesson plan he/she will be videotaped teaching at least 24 -48 hours in advance. The videotaped lesson should be between 35-50 minutes.
After the observation, the supervisor meets with the student for 20-30 minutes to discuss the lesson and provide feedback. Finally, the supervisor completes the pre-student teaching observation rubric and writes a brief narrative essentially summarizing the discussion with the student. This narrative must be typed. The field supervisor must send the pre-student teaching observation rubric and narrative to the student, the methods instructor and to the Office of Clinical Experience at email@example.com within a week of the post observation conference.
The rubrics used to evaluate the teacher candidates for methods are posted in the documents section of this webpage.
A field supervisor is compensated for 2.5 hours for each methods teacher candidate that he/she works with each semester.