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Office of Field Experiences
1122 W. Campus Rd.
Joseph R. Pearson Hall, Rm 214D
Lawrence, KS 66045-3101


phone: (785) 864-9601
Email Usmherm@ku.edu

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Professional Development Schools Alliance

Conceptual Framework

University Supervisor

The role of university supervisor is a critical, active responsibility in the student teaching/internship process. Often this function is viewed as facilitator. Facilitation is certainly one feature of responsibility--serving as mentor for the pre-service teacher and building collegiality with supervising teachers. However, specific responsibilities may be divided into three areas: 1. instructing, 2. conferencing, and 3. evaluating. The following suggestions will help identify roles for each of the three areas.

  1. Instructing
    • Serve as a resource person for the pre-service teacher, clinical supervisor, and principal.
    • Provide suggestions for classroom management, lesson planning, and instructional strategies.
    • Establish and maintain professional and ethical working relationships with the cooperating schools.
    • Schedule a courtesy visit with the clinical supervisor at the beginning of the experience to introduce yourself, your role, and ensure that expectations are clear between the pre-service teacher and clinical supervisor.
    • Remain in association with the principals of schools where pre-service teachers are assigned to ensure satisfactory coordination of the program.
  1. Conferencing
    • Confer with the clinical supervisor at least as often as a visitation is made.
    • Provide adequate individual conference time to assist the pre-service teacher through weekly contacts.
    • Emphasize the importance of ethical and professional conduct.
    • Confer as soon as possible with the pre-service teacher concerning the observations made.
    • Emphasize the importance of handling certain problems and school situations with reticence and strictest confidence.
    • Schedule and conduct 3-way conferences at the beginning of the semester, at midpoint, and at the end of the experience.
  1. Evaluating
    • Observe the pre-service teacher teaching in the classroom the required number of times.
    • Provide written and oral feedback on the pre-service teacher's performance following each observation.
    • Use appropriate evaluation to arrive at suggested final grades for the experience.

School Visits

The university supervisor must meet with the clinical supervisor for a courtesy visit and will observe each pre-service teacher as frequently as designated by the department during each semester. The supervisor's workload is allocated on this basis. The length of visits may vary but should include ample time to discuss student's progress with the supervising teacher and pre-service teacher.

On at least one of the visits to the school, it would be good to spend a few minutes with the principal. These colleagues literally open the door for the KU students and are essential to the clinical experience component of teacher preparation. Let them know of the University of Kansas' appreciation and be attentive to suggestions or ideas they may have for the program. Upon entering the schools, the university supervisor becomes a representative of the University of Kansas. Teacher and other staff members often have questions about programs and services offered. A cordial, informed response will leave a positive impression. While no one knows all the answers, offering the name of a contact person who may be in a position to offer assistance will be appreciated.

On each visit to the school, please observe the protocol and/or regulations regarding public school visitors. Schools require that visitors sign in and out; all university supervisors must wear name tags and dress professionally. *Communication is critical to a beneficial experience for all involved parties. The university supervisor must take the initiative to arrange frequent opportunities for communication with the clinical supervisor. The university supervisor may also call upon Field Experience Coordinator and the Associate Dean when there appears to be a need for a third party to help facilitate the communication.


Evaluation

Continuous evaluation provides the basis from which a final grade is derived. It is important that the clinical supervisor and university supervisor provide frequent feedback to the pre-service teacher. Ideas shared in the evaluations will help the pre-service teacher to more clearly understand and improve his or her teaching.

Timely feedback on the pre-service teacher's performance must be given to the student in writing and orally, in informal and formal conferences. The university supervisor should provide feedback/observation forms and outline suggested procedures to the clinical supervisors. For more information please see the Student Teaching/Internship Handbook. For more information about our online evaluation forms, please visit our online evaluation tools page.


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