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Role of the College Field Supervisor

The college field supervisor is a member of SUNY Plattsburgh’s education faculty who functions as a liaison between the partnering school district and the college. Generally speaking, the college field supervisor’s responsibilities can be classified into three categories: Responsibilities to the Teacher Candidate; Responsibilities to Partnering School Districts and Cooperating Teachers; and Responsibilities to the College.

Responsibilities to the Teacher Candidate

The college field supervisor will:
  • provide a thorough student teaching orientation for all teacher candidates;
  • provide community and school information:
  • schedule relevant seminars;
  • assist in creating a positive and supportive climate where teacher candidates develop their teaching potential;
  • visit and observe teacher candidates on a weekly basis and as requested:
  • schedule three, three-way conferences each quarter. Additional three-way conferences may be scheduled as necessary;
  • provide all teacher candidates with an evaluation which is fair, consistent, thorough, and in keeping with the standards established by SUNY Plattsburgh, NYSED, national accreditation, and the partnering school district;
  • provide constructive, written, and oral feedback to teacher candidates concerning their progress throughout the experience;
  • assume the responsibility for recommending the teacher candidate to the director of the Office of Clinical Practice for NYS Teacher certification;
  • individualize teacher candidates’ experiences to best promote their professional development; and
  • assess suitability of teacher candidates’ placement to insure an appropriate match.
The college field supervisor’s initial contact with teacher candidates:
  • write and submit a personal letter of introduction for distribution to all assigned teacher candidates (the letter highlights the date of the initial seminar, professional standards and expectations and any other relevant information needed by the teacher candidates);
  • respond in a timely manner to any initial questions teacher candidates might have regarding their placements, the role of their supervisor, or any other questions pertaining to their assignments; and
  • offer a group orientation session for all assigned teacher candidates prior to student teaching.
The college field supervisor’s role in teacher candidate coaching, mentoring, & evaluation:
  • outline SUNY Plattsburgh’s student teaching evaluation criteria;
  • outline the observation/evaluation process for each teacher candidate (e.g., submission of lesson plans for review prior to the observation; pre-observation meeting; the observation process and forms to be used; the post-observation review);
  • outline observation schedule for each teacher candidate;
  • observe and/or contact each teacher candidate on a weekly basis;
  • provide teacher candidates with a written evaluation of their teaching performance;
  • evaluate teacher candidates’ progress in accordance with SUNY Plattsburgh’s departmental vision, frameworks, evaluation criteria, and relationship with established partnering school districts;
  • ensure that each teacher candidate reviews and signs the assessment instrument after each formal observation;
  • ensure that each teacher candidate receives a three-way conference (CFS, CT, and teacher candidate) at the outset of the quarterly placement and as needed;
  • ensure that each teacher candidate receives a mid-quarter evaluation from the CT;
  • be available outside the regular observation period for consultation with teacher candidates;
  • provide all teacher candidates with a completed copy of an “End-of-Quarter” evaluation for each of their two placements; and
  • use SUNY Plattsburgh’s program standards as the basis for discussion when regularly consulting with CTs regarding the progress of teacher candidates.
The college field supervisor’s seminar sessions:
  • hold a minimum of eight seminars during the semester:
    • Teacher candidates will demonstrate competency in knowledge of content, pedagogy and professional skills by performing all responsibilities expected of a education professional. Issues of personal growth and concerns related to democracy in education, education, multicultural competences, technology, literacy and effective instruction for all students, families, schools, communities will be discussed in a series of professional seminars.
    • Additional topics: NYS Teaching Standards; Annual Professional Performance Reviews; NY State Teaching Standards/Common Core Standards; Classroom Management; Diversity in the Classroom; Interacting with Parents & Caregivers; Job Hunting Strategies (e.g., résumé, portfolio-writing, cover letters …);
  • provide teacher candidates with opportunities for peer discussion and feedback during seminar sessions; and
  • provide teacher candidates with opportunities for self-reflection during seminars.

Responsibilities to Partnering School Districts and Cooperating Teachers

The college field supervisor’s role in relation to partnering school districts:
  • explain the SUNY Plattsburgh teacher education program to the sponsoring schools and to serve as a university resource and liaison;
  • represent the college to childhood and adolescent partnering school personnel to insure relevant experiences for teacher candidates;
  • serve as a facilitator in promoting harmonious relationships between teacher candidates and school district personnel;
  • strive to be cognizant of local school policies;
  • provide and interpret evaluative criteria to teacher candidates and to the professional development educators;
  • encourage and promote cooperative efforts to develop and refine teacher education programs, curriculum and instruction in each student teaching environment;
  • provide on-going communication with CTs, administrators, and other school personnel, and to provide in service programs for those involved in the student teaching experience;
  • collaborate with CTs and school administrator concerning teacher candidates’ progress and share with the CT the responsibility of evaluating teacher candidates;
  • actively assist in the recruitment of qualified CTs.
  • maintain open communication with the building administrator, the administrative staff, and the CTs within SUNY Plattsburgh’s partnering districts;
  • share all relevant program-specific material, literature and information with administrators and CTs, as appropriate (e.g., Student Teaching Handbook, newsletters; stipend/waiver election forms; CT evaluation forms; information regarding CT orientation meetings);
  • ensure that all CTs meet relevant departmental eligibility standards (i.e., district approval through superintendents, administrators, and/or school board, as applicable; tenure; NYS teacher certification; willingness to adopt and to incorporate college and district standards for themselves and for teacher candidates; effective mentoring skills; and
  • establish contact with building administrator early in the placement process to ensure proper communication and a sufficient number of qualified CTs;

Responsibilities to the College

The college field supervisor’s role in relation to the college:
  • be aware of the CCSS/NYS Learning Standards and their corresponding assessments, and their role in the unit/lesson planning process;
  • familiar with the SUNY Plattsburgh Teacher Education Unit Themes, Claims, and the program standards as well as SUNY Plattsburgh’s accreditation efforts;
  • the college field supervisor is a representative for SUNY Plattsburgh and that supervision is an extension and a reflection of the various programs emanating from there;
  • have reviewed and familiar with SUNY Plattsburgh’s Student Teaching Handbook;
  • maintain close contact with the Office of Clinical Practice regarding the progress of teacher candidates, especially those who were experiencing difficulties in their assignment;
  • attend CFS meetings sponsored by the Office of Clinical Practice;
  • collaborate with other CFS’ and/or with members of the college faculty regarding ways to improve the overall program; and
  • submit original copies of all required departmental and Office of Clinical Practice forms in a thorough and timely manner.

Evaluation by the College Field Supervisor

The college field supervisor is responsible for regular, formal and informal teacher candidate observations, scheduling joint conferences, collecting the CT’s completed (original) evaluations, and, in consultation with the professional development educator, for writing the teacher candidate’s final quarterly evaluation. The college field supervisor will provide the teacher candidate with final, written, evaluative information at the end of each quarterly placement. The college field supervisor will forward cumulative evaluation reports, which take into consideration a teacher candidate’s progress during both quarterly placements, to the director at the end of the student teaching semester. The teacher candidate’s “exit portfolio" will be organized in four general categories: demonstration of pedagogical-content knowledge, examples of student work, evaluations and recommendations, and reflective statements.

Professional Growth Plan

Through the evaluation process and based on formal and informal observations, the CT and/or the college field supervisor may determine that a professional growth plan be established for the teacher candidate. The professional growth plan will identify the skills, behaviors, etc. that need further development. The supervisor and CT will monitor the progress and set a timeframe for the plan.

Removal of a Teacher Candidate

After the probationary period, teacher candidates whose performance still does not meet the standards required to recommend them to the NYSED for certification or who do not wish to continue pursuing teacher certification will meet with the supervisor, director, program leader, and/or unit coordinator. If a teacher candidate is removed, a performance review will be conducted. A new setting will not materialize after the CT, the college field supervisor, and at times, the building administrator, recommend a teacher candidate’s removal.

In addition:

  • Any violation of the Code of Conduct could result in the teacher candidate’s dismissal from student teaching.
  • An overall rating below a “2” for the final evaluation for any placement will result in the candidate’s removal from student teaching. If the first placement is below a “2,” the candidate will not continue to the next placement.

For situations that warrant the teacher candidate’s removal from the experience, the teacher candidate will need to sign a dated letter of withdrawal.


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