A clinical educator is defined as any “individual employed by a partner school, including a classroom teacher, who assesses, supports, and develops a clinical intern’s knowledge, skills, and professional disposition during an internship.” The clinical educator has direct responsibility for a university student who has been assigned to the school system for field experience. One individual may hold this responsibility, or two or more staff members may share it. A clinical educator is directly responsible to the principal of the school in which a field experience is provided.
The primary responsibilities of the clinical educator during internship and full-time student teaching semester include:
Providing orientation for the teacher candidate concerning the specific opportunities offered and responsibilities required by the internship or student teaching assignment. This orientation shall include introducing them to the other staff members and with the school and community, and providing knowledge about:
the school’s policies, procedures, and philosophy;
the organization and administration of the instructional program; and
the specific students with whom the teacher candidate will work.
Ensuring that the teacher candidate experiences a breadth and depth of involvement commensurate with one’s ability and training, the nature of the assignment, the resources of the situation, and the welfare of students in the school system.
Demonstrating a high quality of planning, organization, methodology, and professionalism.
Promoting the professional growth of the teacher candidate through encouragement, counsel, suggestion, delegation of teaching responsibilities, and continuous evaluation of the candidate’s student teaching activities.
Working in close cooperation with the university supervisor.
Completing formal evaluations of the teacher candidate. These evaluations will be kept on file with the Director of Teacher Education.
Signing the LEA/IHE Certification of Teaching Capacity form at the conclusion of the student teaching semester.
Clinical Educators supervising students in the Master of Arts in Teaching program will serve as local scorers for mock edTPA portfolios.
Other suggestions for the clinical educator include:
Help the student teacher develop a professional attitude toward all roles of the teacher. Establish good rapport with the student teacher. Gain the student teacher’s confidence and respect. Evaluate constructively and with empathy. Let the student teacher know that all make mistakes and are constantly working towards improvement.
Introduce the student teacher to colleagues, parents, and students as another teacher who will work with the students during this period of time.
Encourage students to display courtesy, cooperation, and appreciation toward their student teacher.
Observe and review the strengths and weaknesses of the student teacher, never just the weaknesses. Emphasize strengths and successes during the early phase of student teaching. Be honest and frank, and never leave the student teacher in doubt as to how one is getting along.
Encourage the student teacher to develop his/her own style of teaching and management rather than imposing your own upon the student teacher.
Support and reinforce the student teacher’s classroom management consistently.
Maintain an open mind toward the student teacher’s suggestions and act on those that appear to be promising.
Provide a work area commensurate with the classroom teacher (i.e., desk and other professional requirements).
Give the student teacher increased responsibilities as they are ready to accept additional roles and duties.
Model a variety of procedures and methods to increase skill in teaching and to show the many roles of the teacher.
Support the student teacher in his/her efforts to solve teaching, professional, and related personal problems.
Allow the student teacher to plan all matters of routine management.
Help the student teacher recognize evaluation as the chief means of professional growth and improvement.
Emphasize strengths and successes during the early phase of student teaching.
Document concerns with detail. (Progress reports and records can be used advantageously; trusting your memory for details is dangerous.)
Make evaluations comprehensive--do not let a single factor (such as personality, effort, scholastic record) overly influence your final judgement.
Give the student teacher both written and oral evaluations.
Help the student teacher to gain confidence in teacher-parent conferences through participation in such conferences.