cehs.csuohio.edu · Web view2020. 1. 1. · CSU supervisors will also maintain an electronic...

Office of Field Services Handbook

Office of Field Services(OFS)

Campus Location: Julka Hall 187For Information Call: (216) 687-4616; Fax: (216) 687-4636

Email: o f sassista n t @ cs u o h i o . e d u Web: h tt p :/ / c e h s . cs u o h i o . e d u / f iel d se r v i c es

Introduction

This Handbook is designed to help facilitate a successful field experience for the student, mentor and supervisor. It contains the answers to many frequently asked questions. Please read the Handbook to become familiar with the information needed before, during and after the field experiences.

OFS: Mission StatementThe mission of OFS is to facilitate all aspects of the field experiences—including matching, orientation, supervision, and evaluation—to ensure that all Cleveland State students and interns have educative experiences that will aid them in their development into highly skilled, effective, hardworking, reflective, and responsive educators.

To accomplish this task, our office has established four major goals:

1. We will make timely and appropriate matches for CSU students and interns

2. We will provide useful information and maintain effective communications with interns, supervisors, and mentor teachers

3. We will monitor CSU student and intern field experiences to ensure that the experiences are educative

4. Where necessary, we will mediate concerns arising from interns, supervisors, mentors, and school administrators

Office of Field Services 2015 2

General InformationBefore the Field Experience

Working During InternshipTaking Classes during Internships

Petitions

The Placement ProcessApplication Process

Prerequisites InformationPlacement InformationPlacement Notification

Orientation


Before the Field Experience1 Working During Internship2 Taking Classes during Internships3 Petitions

Field experience classes are the first step into the world of professional education. In order to make this first step a successful one there are several things to consider before enrolling in a class with a field experience component.

1.Working During Internship Interns are permitted to work evenings without petitioning, as long as it does not

interfere with internship requirements. Final Semester interns are expected to take on the duties of the full time teacher thus it is

recommended working outside of the internship be very limited. It is the responsibility of the intern to make arrangements with their outside jobs. OFS

does not schedule field experiences around interns’ work schedules. If a student wishes to complete an internship at the site of employment, the student

works with a faculty advisor, school and district administrators to complete a petition demonstrating clearly how the requirements of the internship will be satisfied.

2. Taking Classes during InternshipsMany programs require practicum interns to take university courses concurrently.

The intern must check with their advisor or review their intake checklist to verify the co-requisite course(s). Some licensure programs also require student teaching interns to take one course concurrently.

In order to maintain full time status, undergraduate students need to register for at least 12 credits.

Student teaching interns are only permitted to take one course during their internship. Methods students must be enrolled in the Methods Class for which the field experience

is required. If an intern withdraws from the Methods Class, he/she must contact OFS to also be withdrawn from the field experience.

3. PetitionsCertain requests are only granted through the petition process. Petitions are processed through the Education Student Service Center (SSSC). The student’s application with OFS will not be active until after the petition has been approved. The expected turnaround time on petitions is 4-6 weeks.

Examples of Petitions: Taking a pre-requisite class with an experience. Waiving a non-academic prerequisite. Taking a class with Student Teaching To repeat an experience Waive an experience To do an experience at place of employment Working during an internship Summer placement Graduate without licensure


THE PLACEMENT PROCESS1 Application Process2 Prerequisites Information3 Placement Information4 Placement Notification5 Orientation

1. APPLICATION PROCESS

ApplicationThe Request for Field Experience applications are completed via the OFS webpage at https://coehsplace.csuohio.edu/ofs/index.cfm

All applications are to be completed within the following time periods:

Summer *Graduate students only January 15th through February 15thFall January 15th through February 15thSpring August 20th through September 20th.

Late ApplicationsApplications submitted after the above timeframes will be charged a late fee, and may be denied a placement.

Information SessionsAll students applying for practicum or student teaching are required to attend an Information Session. Attendance is required after each application even if you’ve attended an Information Session in the past. The Office of Field Services will not proceed with a placement for students who do not attend an Information Session. Information sessions are held in the first six weeks of the semester. See OFS website for details.

Enrollment InformationIn order to complete the enrollment for the Field Experience class, register on Campusnet. If this step is not completed late enrollment fees may apply.

2. PREREQUISITES INFORMATIONAcademic PrerequisitesPrior to your field experience, OFS will check for evidence that satisfies the following requirements:

Completion of all prerequisite courses according to the program of study for your licensure area

Overall GPA of at least 2.5Professional GPA of at least 2.75 (with no D’s, F’s, Incompletes, or X’s in professional

course work)Content GPA of at least 2.5 (middle and secondary licensure)


https://coehsplace.csuohio.edu/ofs/index.cfm

Non-academic Prerequisites for Field ExperiencesAll of the un-shaded items listed by your licensure program need to be submitted to the Office of Field Services as a complete packet by May 1 st for Fall/Summer Placements or November 15th for Spring Placements.

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*BCI

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*TB test

Hepatitis B series

*Physical

High schoolDiploma or TranscriptChild CareNon-Conviction Statement(Student Teaching, Apprentice ship II Internship II)

** Pearson Exams

OAE OAE OAE OAE OAE OAEContent Content OPI Content Content Content

Content WPI Reading

*These items must be resubmitted for Student Teaching, Apprentice ship II Internship II if expiration dates are before the last day of the field experience.**Student Teaching; Apprenticeship II; AND Internship II Interns only

Ohio Assessment for Educators (OAE) Pearson ExamsStudent Teaching, Apprentice ship II Internship II Interns are required to take their OAE Pearson exams before the start of their experience. Some program areas are not required to take the OAEs but do have other required tests. Information on tests required and registration information can be found at www.oh.nesinc.com. ODE will automatically get the results of testing but Cleveland State University must be designated as a recipient for each test registration.

3. Placement InformationOFS placement coordinator works with School placement coordinators to place students. Approximately 500 students are placed each semester. Students may not contact schools directly to request placement. Many details must be taken into consideration for each person’s placement, including licensure area, urban requirements, transportation requests, and conflicts of interest as well as how many interns are being placed in a district or school. Ever effort is made to place students in the best available school.

Conflict of Interest Completing an experience in the high school Intern attended (under 10 years from

graduation date) Interns cannot be placed in a school where family/friend works or attends


http://www.oh.nesind.com/

Placement cannot be completed where the intern is employed. Linking ExperiencesThe Office of Field Services director has the sole discretion to allow the linking of experiences.

Special Match RequestsTo request a Special Match complete the Special Match Request Form by October 1st for fall placements and March 1st for spring and/or summer placements. Any requests received after this time will not be honored. The best effort to accommodate special match requests is made but not all can be granted. Only special matches that do not conflict with the urban placement requirement and do not cause a conflict of interest will be considered. Students may not contact schools directly to request placements.

Urban requirementsAll students are required to have a minimum of one urban placement. Early field experiences are not included in meeting this requirement. Due to the nature of our partnerships, there is a high likelihood that both placements will be in an urban school.

Shared ExperienceIn order to provide some interns with the opportunity to teach a variety of subjects, it may be necessary for two or three mentors to share one intern for the full semester. This typically occurs in middle childhood or secondary licensure areas where there is a need to teach multiple subjects in the same grade levels. Shared experiences can be defined in two ways:

1. Two mentors share one intern for the full 15 weeks, for example, mornings teaching math and afternoons teaching science.

2. An intern will spend 7 weeks with one mentor and 8 weeks with another mentor, for example, 7 weeks teaching math and the next 8 weeks teaching science.

Decisions about how to arrange shared experiences are made by mentor teachers in consultation with the CSU Program Coordinator.

Split ExperienceSome licensure programs (for example, P.E., Music, & Foreign Language) have split experiences. The intern will spend 8 weeks of the semester in one placement and 7 weeks of the semester in another.

4. Placement NotificationInformation regarding confirmed matches is communicated to all students by their CSU email at the end of the semester prior to the start of their internships, provided the students have met all eligibility requirements (including the submission of non-academic prerequisites). Match information will include contact information for schools and mentor teachers. Students are then encouraged to contact their mentor teachers. Students will also receive information concerning the dates of mandatory orientations for their internships. Students need to make note of these dates on their calendars and clear their schedules to attend. Students who have failed to submit non-academic prerequisites will have their matches cancelled.


5.OrientationMandatory orientations are held during the week prior to the start of the internship. (Summer Orientations may be held earlier.) Dates and information for the Orientation will be sent with match information. Failure to attend this orientation may result in a late start to the experience, as students may not begin internships without attending the orientation.Interns will receive important information and training at the orientation including:

1. Intern Packets2. Mentor Packets 3. Class Syllabus including Assignments4. What to do the First Day5. Introduction to Supervisors 6. Child Abuse Training7. ALICE training


FIELD EXPERIENCESThe Intern

Types of Field ExperiencesProfessionalism

Presentation of SelfProtecting Children’s Safety

Support PeopleGetting Started

During the ExperienceLesson Planning

Completing the Experience

The MentorMentor Qualifications

Mentor Identification ProcessTypes of Field Experiences

Getting StartedDuring the Experience

Completing the ExperienceOFS Observation and Triad Conferences

The SupervisorGeneral Information

AttendanceAcademics

Getting StartedDuring The Experience

OFS Observations and Triad ConferencesDuties

Completing the Experience

Office of Field ServicesProfessional Dispositions

Career ServicesIntern Supports

Concerns with the Intern


Arbitration Policies

The Intern1 Types of Field Experiences2 Professionalism3 Presentation of Self4 Protecting Children’s Safety5 Support People6 Getting Started7 During the Experience8 Lesson Planning9 Completing the Experience

1. Types of Field ExperiencesEach licensure area has specific requirements for the major field experiences. Each student’s program of study determines the requirements. Assignments for each experience are listed on the class syllabus. Below are some examples of rotation cycles. Those unsure of which cycle to follow should see advising.

Early, Middle and Special Education Enrolled prior to Fall, 2014 Methods 20 to 72 hours

(Program dependent

Course instructors determine and notify students of the requirements of the experience.

Practicum 20 hours per week for 15 weeks

Work with small student groups, teach mentor teachers’ lessons, gather and develop instructional materials, and gradually take responsibility for developing and teaching lessons in the classroom

Student Teaching

Contracted hours of the teacher for 15 weeks

Full responsibilities of the classroom teacher.

CREATE Early, Middle and Special Education Starting Fall, 2014 Enrollment.Rotation & Seminar I(R&S I)

45Clinical hours

Introduction to the Profession and Social Foundations

Rotation & Seminar II(R&S II)

75Clinical hours

Licensure specific assessment and methods courses

Rotation & Seminar IIII (R&S III)

75Clinical hours

Advance licensure and assessment course and Ed. Psych

Internship I 180Clinical Hours

Practicing the profession with significant reflection

Internship II 405Clinical Hours

Refining the practice of the profession with significant reflection


CSUTeach and CSU Humanities, All SecondaryStep 1 16-18 hours Teach 2 timesStep 2 16-18 hours Teach 2 timesClassroom Interactions(CI)

40 hours -Teach a small group of students,-Teach 3 single lessons-Co-plan and co-teach a 5 day unit

Apprentice Teaching I (ATI) 80 hours Teach once a weekApprentice Teaching II (ATII) 12 weeks full-time Full-time teaching

2. ProfessionalismField experiences provide an important opportunity for students to begin the transition from student to professional teacher. Interns are expected to use professional conduct at all times.

Pr o f e s s i on al D i s p o s i t i o n s One important aspect of a student’s education is the development of professional dispositions—ways of working, thinking, and interacting with others. The List of Dispositions below identifies three areas, Professionalism, Work Ethic, and Communication Skills the college has identified as necessary for interns to display. Failure to do so will lead to removal from the field placement.

C o mm un icati o n S k i l ls 1. Demonstrate appropriate verbal communication.2. Demonstrate appropriate written communication3. Demonstrate a disposition toward inquiry and problem solving4. Work collaboratively with parents, colleagues, and professionals5. Demonstrate consistently positive attitudes toward learning and teaching.6. Accept responsibility for decisions and actions.7. Establish and maintain mutually respectful interactions.

W or k E t h ic 8. Demonstrate regular attendance.9. Demonstrate punctuality.10. Complete work in a timely manner.11. Demonstrate organizational skills.12. Observe all pertinent policies and procedures.

Professionalism13. Demonstrate a commitment to working with children, youth, and their families in

developmentally appropriate ways.14. Demonstrate an awareness of community, state, national, and world contexts that have

an impact on the teaching profession and the learning process.15. Treat university faculty/staff, colleagues, parents, and students fairly, equitably, and

respectfully.16. Accept constructive criticism and adjusts performance accordingly.17. Express and demonstrate interest in and enthusiasm for teaching and learning.18. Adapt to new and diverse learning situations.19. Accept diverse learners and their needs.


20. Adapt to differences among people including differences of SES, gender, age, ability, sexual orientation, race, ethnicity, religion, language, etc.

21. Maintain confidentiality about student records unless disclosure serves a professionally compelling purpose or is required by law.

22. Demonstrate discretion when discussing colleagues, faculty, field sites, and personal information.

23. Respect the points of view of others.24. Contribute meaningfully and appropriately to discussions by asking questions and

giving opinions, and listening to others.25. Project an appropriate professional appearance in professional settings.26. Accept leadership opportunities.27. Understand and practice professional ethical standards.

*These disposition statements have been modified slightly from Kent State University

E t h ics The Office of Field Services requires all interns to follow the professional guidelines set by the College of Education and Human Services and the National Education Association’s Code of Ethics. These are parameters for what is considered “professional practice.” Principle One of the Code of Ethics, found below, deals directly with the educator’s commitment to students. Principle Two, found at www.nea.org deals with commitment to the profession at large.

PRINCIPLE ICommitment to the StudentThe educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.In fulfillment of the obligation to the student, the educator—

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning.

2. Shall not unreasonably deny the student’s access to varying points of view.3. Shall not deliberately suppress or distort subject matter relevant to the student’s

progress.4. Shall make reasonable effort to protect the student from conditions harmful to

learning or to health and safety.5. Shall not intentionally expose the student to embarrassment or disparagement.6. Shall not on the basis of race, color, creed, sex, national origin, marital status,

political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly—

a) exclude any student from participation in any programb) deny benefits to any studentc) grant any advantage to any student

7. Shall not use professional relationships with students for private advantage.8. Shall not disclose information about students obtained in the course of professional

service unless disclosure serves a compelling professional purpose or is required by law.

A t t e n d a n c e a n d P un c tu ali t y The following policy applies to all Field Experiences. Regular attendance is required according to the requirements of the experience. This policy includes all field hours as


http://www.nea.org/

well as orientations, associated seminars, and other professional activities affiliated with the internship. All students are expected to:

1 Sign in and out of placement daily, using schools designated system.2 Complete the Intern Attendance Form daily. (File with Mentor Teacher)3 Make available the Intern Attendance Form during supervisor’s visits.4 Be present for the full duration of the time scheduled for each day. Consistently,

leaving early or arriving late is not permissible and may result in an invitation being pulled. Missing over an hour on any day is considered an absence.

5 Arrive early or stay late as required for preparation and discussions with a mentor teacher.

6 Receive mentor teacher and supervisor’s advance approval for any anticipated absences, e.g., for religious observances or medical concerns.

7 Notify the mentor teacher, school secretary, and university supervisor of any anticipated absences (e.g. religious observances or medical concerns) ahead of time or as soon as possible in the case of unexpected absences. (e.g., serious illness, death in family, personal tragedy, legitimate university business)

8 Leave detailed plans and materials for the mentor teacher who will ‘cover’ for the intern during an excused absence.

9 Make-up e ach excused absence beyond three.10 Attend a concern conference, if attendance or punctuality becomes an issue. (e.g. more

than 3 absences.) Failure to make-up absences may require Intern to withdraw from field experience. Any intern facing such a possibility should confer with the Office of Field Services.

Concerns with InternsInterns are guest in the classroom. When concerns arise in the field, OFS guides the decision making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility.

Please see the Arbitration Process for more details on how concerns are handled.

3.Presentation of SelfCo u r t e s y Interns are guests in the mentor teacher’s classroom. As a guest it is imperative to show respect and courtesy to not only the classroom teacher but to all school personnel, students and their families, especially when resolving conflicts. Interns are to be receptive to feedback and responsive to recommendations made for improvements. Interns are to abide by the rules and customs of the school. If an intern feels that he/she is unable to resolve an issue, the intern should consult with his/her supervisor. A Mentor has the right to revoke the intern’s invitation if the intern is not displaying professional behaviors.

A p p ear a n ce Dress neatly in a comfortable, professional manner, in some cases surpassing the local custom. The following are guidelines:

Casual pants may be worn, with no holes, rips, or tears, and no jeans except on special days, e.g. field trip, outside activity.

Skirts/dresses should be no shorter than 3 inches above the knee.


Males should wear a collared shirt (tie recommended). No clothing with inappropriate sayings, symbols/designs or pictures. No low cut tops without an additional top underneath. No midriff baring tops, tank tops, halter tops, or tops with spaghetti straps including

sundresses with these types of straps. No athletic attire, except for Physical Education interns. Foot attire should be appropriate to the facility. No flip-flops. Proper grooming and hygiene is important, including clean hair, tooth brushing, and

use of deodorant. Make-up and jewelry should be tasteful; visible body piercings should be removed; tattoos

should be covered if possible; no brightly dyed hair.

I d e n t i f i c a t i o n CSU students are required to wear identification at all times in the school or school district. The Office of Field Services provides CSU lanyards designed to hold the CSU ID Card. Some schools/districts issue their own ID cards for students to wear in addition to the CSU ID. Students should check with mentor teachers for more information.

Professional Digital CitizenshipBecause teachers are viewed as a role model to young people, school communities and society in general hold them to a higher standard of conduct. Modern technology allows students to observe teacher behaviors in new ways. Once posted on the Internet, digital information is accessible to anyone, anywhere, anytime forever. This makes professional digital citizenship a crucial issue for teachers and interns.In order to avoid charges of unprofessional conduct (which could jeopardize your career), all interns must adhere to the CSU Information and Technology Resources General Policy when using computer equipment on campus or at the field site. In addition to the CSU policies, interns are responsible for learning and following the technology and cell phone policies and procedures of the district in which they are placed. The application of these policies includes, but is not limited to, any of the following activities:

Use of computer, tablets, cell phones, or personal electronic devices Access to computer systems Possession of computer software or data Copying or use of computer software or data Use of computer accounts Use of computer-related equipment Use of social media

Interns are to abide by the cell phone/mobile device policy of the school or school district. Cell phones should be used for personal use only in emergencies. While cell phones are widely used for personal mass multimedia communication, interns should consult with their mentor teacher and district policies to establish an agreement about the acceptable professional use of these devices as part of their internship experience. AT NO TIME SHOULD AN INTERN POST PICTURES OR ANY IDENTIFYING INFORMATION OF STUDENTS ON ANY SOCIAL MEDIA For example, Facebook, Snapchat and Twitter. Doing so may be cause for removal from the field experience!

Field experience can be thought of as a long interview process, because of this, interns are encouraged to use only professional email addresses such as the CSU email address. Many nickname type emails are not appropriate as your contact for a school. The same holds true for out-going voicemail messages. The first contact with a school may be through email or phone message interns need to be aware of how they are representing themselves through these devices.


Ac a de m ic I n t e g r i ty While interns are in the field, they are entitled to all rights and bound by all responsibilities outlined in the CSU C o d e o f St u d e n t C o nd u ct . This includes academic integrity. OFS encourages interns to use available resources, including curriculum materials available from the mentor teacher, from the CSU curriculum library, and from the Internet. However, any work submitted for grading (e.g. lesson plans, reflections, assessments, portfolio artifacts) must be interns’ own work. If a supervisor or mentor teacher suspects an intern of plagiarizing, they will follow the procedures outlined in the A ca d e m i c M i sc o ndu ct P o li c y.

Academic Requirements and DeadlinesAll assignments outlined in syllabi should be turned in to supervisor on the date indicated (this includes assignments that need to be submitted to Taskstream).

ConfidentialityIt is imperative to respect students, families, and school personnel’s confidentiality. Interns are expected to maintain confidentiality in written reflections and seminar discussions. While interns may have questions and want to discuss experiences, it is best to avoid judgment or criticism. Respect the confidentiality of field sites by omitting or changing names of students, teachers, other school personnel, and school name and/or district. At no time should an intern take pictures or videos of students for personal use. Written permission from parents/guardians must be obtained when a student will be seen in video or pictures being taken for assignments or professional use.

4.Protecting Children’s Safety

Child Abuse and Neglect PreventionInterns, like professional teachers, are responsible for protecting the safety of the children in their care. This includes being aware of and remediating any unsafe environmental situations, avoiding teaching activities that could endanger children’s safety, monitoring student behavior so that students do not pose a threat to one another, and reporting concerns about children who might be abused or neglected. All practicum and student teaching, apprenticeship I & II and internship I & II interns must have current Child Abuse Prevention Training. This Training is valid for three (3) years. Interns will receive training in identifying the signs of child abuse and neglect and requirements for reporting child abuse as part of their orientation. Interns may also seek similar training from an alternate approved agency.

Child Abuse1

The laws of every state require teachers to report suspected cases of child abuse and neglect. This includes interns with instructional responsibility in the classroom. The National Child Abuse Prevention and Treatment Act of 1974 defines child abuse as physical or mental injury, sexual abuse or exploitation, negligent treatment, or maltreatment of a child under the age of eighteen or the age under the child protection law of the state in question, by a person who is responsible for the child’s welfare, under circumstances which indicate that the child’s health or welfare is harmed or threatened thereby. Every state grants teachers who make such reports immunity from civil and criminal suits. In most states teachers can be fined or imprisoned if they do not make the report, and in some states they can be sued for negligence.

Health and Allergy LimitationsInterns are responsible for learning the school’s policies. Interns need to be knowledgeable about all children with allergies in their classroom and proper course of action if a problem should arise. At NO TIME should an intern administer any type of medication to a student. Office of Field Services 2015 15

Emergency DrillsInterns are responsible for knowing the school’s policies and procedures for emergency drills. The intern should participate in emergency drills and know the safety locations for such drills.

Intern Liability and Health Insurance Cleveland State University is not liable for any consequences due to interns’ inappropriate actions or negligence. As the teacher of record, the mentor teacher maintains full responsibility for the safety of the Pre-K-12 students at all times. Therefore, partner districts and schools set their own guidelines and policies for how they allow interns to assume teaching responsibilities. Interns are responsible for determining the need for any personal or professional liability insurance.

Interns should never be left alone in the classroom unless they are in the final semester of internship even then interns should not be left alone for extended periods of time. However, when permitted by the school administrators, a mentor may need to leave the classroom for a few minutes at a time to allow final semester interns the ability to take ownership of the classroom. Mentors or another licensed teacher should always be available to the intern if the intern encounters situations he/she cannot control. If an intern feels uncomfortable about the amount of time he/she is being left alone, he/she should speak to the mentor teacher or supervisor to address the situation.Cleveland State University does not carry health insurance for interns and internship schools are not liable for injuries sustained by interns during the internship. The College of Education and Human Services strongly advises all interns to be sure that they are properly insured against illness and injury during the program year. Interns may take advantage of the health insurance that is offered through the university or they can contact the National Education Association.

Incident ReportsAn Incident/Injury Report, available on the OFS website, should be completed and submitted to OFS when any of the following occur:

A child under the supervision of the intern is transported to a source of emergency assistance

An unusual or unexpected incident occurs which jeopardizes the safety of a child under the supervision of the intern or staff: such as a child left unattended, a child or intern is exposed to a threatening person, or a vehicle accident during school transportation.

Intern is injured during school hours. Forms should be completed and returned to OFS within 48 hours of incident.

S ubs t i tu ti n g Interns do not have the protection from liability that the mentor teacher has. Interns may not serve as a substitute teacher and may not take children off the school grounds unless accompanied by a licensed teacher as part of a school-sanctioned event. Interns who have earned a substitute license in the district where they are completing their student teaching may, with the prior approval of their mentor, supervisor, and OFS Director, substitute for their mentor teacher(s) for a maximum of five days.


W o rk S to pp a ge s In the case of work stoppages or teacher strikes, the Cleveland State University College of Education and Human Services follows a long-standing policy, worked out in cooperation with other area universities and colleges and in consultation with school officials:

1. Field experience interns should not be used as substitutes for mentor teachers or other teachers absent as a result of a work stoppage.2. In the case of a work stoppage called by a teachers’ organization, interns should not report for duty or be in or near the building of their assignment.3. In the case of study days, boycotts, strikes by non-certified employees, unauthorized work stoppages or other circumstances where regular teachers follow various courses of action, interns should follow the lead of their mentor teachers, unless to do so would be a violation of conscience.

D r u g us e The College of Education and Human Services takes drug use very seriously. A drug abuse offense, as defined in section 2925.01 of the O h io Re v ised C o d e , that is not a minor misdemeanor, is a valid reason for the state of Ohio to refuse to issue a teaching license. If a mentor or supervisor suspects an intern of drug use or abuse, they must report their suspicions immediately to the Office of Field Services. The Office of Field Services will work directly with school administrators to determine what actions should be taken, including removal from a match or from the licensure program.

If an intern suspects a student of drug use/abuse, complete the following:1. Report concern to mentor teacher immediately2. Assist mentor teacher in following the relevant school policy3. Report concern to Supervisor and the Office of Field Services4. Exercise discretion and maintain confidentiality

5.Support PeopleMentorThe Mentor: Is employed by the school district. Is dedicated to the teaching field and supporting future teachers. Orients the intern to the classroom. Shares resources and materials. Helps interns learn the routines and expectations of the school and classroom. Supports intern in planning and implementing lessons. Holds the intern accountable while providing high levels of support. Communicates regularly with Intern and Supervisor about intern’s progress.

Mentors are sharing their classroom with the intern. Interns should communicate as much as possible with the mentor about any questions or concerns. Mentors have the right to revoke the invitation to their classroom if an Intern is perceived as negatively impacting students.


SupervisorThe supervisor: Is employed by the University Is a professional and responsive individual who shares a deep commitment to teacher

education and supporting interns to meet the goal of becoming a professional educator. Is a resource to discuss CSU policies and procedures regarding the field experience. Will observe the intern’s teaching and help the intern improve teaching practices through

feedback. Is responsible for conducting seminars and collecting and grading assignments.Interns should not be afraid to ask questions and seek assistance from the supervisor. If they have questions about their observation(s), they should schedule a conference with their supervisor as soon as possible.

InstructorThe Instructor: For Field Experiences is listed on the syllabus. Is faculty at the University. Determines assignments for the experience. Reports grades. Should be notified if a conflict cannot be resolved between the Intern and the Mentor or

Supervisor.

Office of Field ServicesThe Office of Field Services (OFS): Is dedicated to supporting interns in the field of education. Is the primary link between the College of Education and Human Services (CEHS) and

area schools and school districts. Is responsible for assisting Cleveland State faculty and students with field experiences

required for most students pursuing teacher licensure. Supports supervisors and mentors in providing beneficial experiences to interns. Mediates concerns arising from interns, supervisors, mentors, and school

administrators. Has the right to terminate an intern’s experience if an intern is not meeting expectations. Offers support to help interns complete edTPA or Taskstream assignments.

Interns should not hesitate to seek assistance from the OFS staff. The OFS staff has many resources and supports available to help the intern in pursuit of excellence in the classroom.

6. Getting StartedFirst Mentor Contact Mentor teacher’s contact information will be sent with match information.Intern may contact Mentor by phone or email upon receipt of information. Intern needs to provide Mentor with personal contact information.Discuss with mentor the date and time of the first visit.

F i r s t Visit t o Sc ho o l t o M e et M e n to r T e a c h e r Intern should:

Be on time!


Dress in a professional manner. Be prepared with topics to discuss and/or questions to ask. Give mentor the Mentor Packet given out at Orientation (if applicable) Ensure the mentor teacher has the supervisor’s name and phone number Introduce self to administrator(s) and office staff. Take notes on any information provided for later review. Keep the first visit brief, as mentor’s time to talk may be limited.

T h e F irst Week This is the beginning of an exciting professional experience! During this week, obtaining valuable information, becoming familiar with the school and classroom environment, and getting to know the mentor teacher and students are the keys to a successful start.Things to discuss with mentor:

Composition of class, including cultural backgrounds, learning styles, students with special needs including IEPs and 504 Plans.

CSU syllabus along with assignments and expectations. Opportunities for joint planning and/or co-teaching. Time frame for submitting lesson plans to mentor for review before teaching. Curriculum being used and/or current topics being covered in class. Resources, academic supplies and/or other resources available for use. Grading and evaluation policies and record-keeping procedures. Classroom management techniques and policies. Procedures for parent contact and/or involvement.

7. During the ExperiencePr o g r a m a n d S u b j e c t - S p e ci f i c S y l l a b i

Interns receive a copy of the course specific syllabus at orientation. Each syllabus identifies course outcomes and key requirements. The outcomes have been aligned to the Ohio Standards for the Teaching Profession, as well

as InTasc and SPA specific Standards. Interns need to read the syllabus to gain an understanding of what is expected for a

successful experience. Interns are to work with their Supervisors and Mentors to evaluate their progress toward

meeting all of the course outcomes.

Field HoursIf there are any questions interns, mentors and supervisors should refer to OFS for modifications to the schedule. See syllabus for specific due dates and deadlines.

Methods,R& S I, R&S II & R&S IIIStep 1,2, and CI

Practicum,Internship IApprentice Teaching I

Student Teacher, Internship II Apprentice Teaching II

Schedules Follow University schedule Follow placement site schedule

Follow placement site schedule

Spring break University’s May take both the site’s and the university’s

Placement Site

Inclement Weather/Emergency days

Must reschedule to obtain required field hours

Excused Absence Excused Absence

Seminars/Meetings

Seminars are required teacher meetings are optional

Seminars and teacher meetings are required

OtherWith advanced permission, excused for NOTED Teacher


Recruitment Fair and the CSU Recruitment Fair

TaskStream (Portfolio)Teacher Education students will complete a Portfolio on-line at Taskstream. The CSU portfolio will have the following characteristics:

The portfolio will contain documents that provide substantial evidence of your knowledge skills, and dispositions related to the CSU Outcomes.

The portfolio will contain only selected work identified by the faculty and by the candidates.

The portfolio will document professional growth by including work generated at all stages of the teacher preparation program.

Students will use TaskStream (http//www.taskstream.com) to submit and manage their portfolios. The subscription for TaskStream may be paid for as a class lab fee or through the ESSC. Once the fee has been paid, a key code to activate the account will be received. The subscription must be current in order to submit to Taskstream and/or to have items graded. The CSU Portfolio Handbook contains further information on using TaskStream.

Le a r n i ng f r om E xp e r ien c e The goal of every field experience is to provide opportunities to connect educational theory with practice. To gain the most from this time interns can:

Observe other TeachersOften, observation, participation, and teaching are considered to be separate and distinct stages through which interns progress. In actuality, these three stages can occur simultaneously throughout the experience. Observation includes:

1. pre-observation planning2. purposeful attention during the observation3. post-observation reflection and discussion

Particular topics for observation may include: A variety of teaching and assessment techniques Classroom administrative procedures Classroom management/conflict resolution techniques Student/teacher and student/student interaction Integration of instructional media and technology Classroom climate School service personnel (guidance counselors, administrators, librarians, other

resource personnel.) Learning Students’ names.

Learn about services available to support students and their families. o Possible Student Services:

Special Education Services Response to Intervention Counseling/Psychological Services Health Services Occupational/Speech therapy Tutoring and/or Mentoring services English Language Learners Supports Extracurricular Opportunities


Free /Reduced Lunch Post Secondary Enrollment Options Programs Occupational Work Experience

o Possible Family Supports: 211 for Help Lead Screening Housing and/or HEAP services Translation services GED Services

Learn about resources and services available to support teacherso Curriculum Supports

Scope and Sequence Supplemental texts Online curriculum supports Professional magazines/journals Curriculum Specialists

o Material Supports Laminators Copier Binders Ellis Machines Available teacher supplies (chart paper, markers, board borders etc.)

o Technology Supports Computer/Lap top access Smart Boards Internet Access Document Cameras Cameras/recorders Grading programs

Responsibilities The list of duties interns perform will vary case by case. However, there are some things all interns can do. See below for possible experiences.

o In the Classroom: Help Struggling students Administer tests or quizzes Grade class work/papers Monitor center activities Plan and deliver lessons Assist during transition times

o Outside the Classroom: Lunch duty Hall monitoring Assist in Study hall monitoring Photocopying Preparing and putting up bulletin boards

o Outside school hours Planning lessons Preparing instructional materials Attend voluntary site functions, such as Math Night, Athletics, or Musical

Concerts (However, interns should not fraternize with students outside of


school hours.) Completing University requirements

F i e ld T ri p s Interns are permitted and encouraged to attend class field trips scheduled within their work hours. Students must have a permission slip to attend which should be given to students by the mentor teacher. A licensed teacher must accompany the field trip. The intern is not allowed to leave school property with students without a licensed teacher for any reason.

M e et A d m i n is t r a t o r s o r O t h er B u il d i n g Pr of e s s i on als Interns should make an effort to become acquainted with other school personnel and their functions.

A s s i st w i t h Par e n t C o nt a c t o Final semester interns should attend Parent Teacher Conferences. o Interns need to discuss with the mentor teacher, when and how they will

contact parents. o When appropriate, interns may communicate with parents through:

newsletters, phone calls, letters home, work folders daily/weekly progress reports, or writing notes on student’s work.

8. Lesson Planning“Failing to plan is planning to fail!” – Benjamin Franklin

Successful lessons are a direct result of effective, thorough planning. As novice educators, interns are learning how to develop lesson plans that foster the kind of teaching outlined in the CSU M o d el o f T e a c h i n g . Detailed lesson planning is an important skill for interns to develop because it forces them to think through their lessons. Interns may refer to The 10 Essential Questions for Student Interns When Planning Lessons and Lesson Plan Assessment Checklist to assess their plans.

Intern’s lesson plans: Follow the outline provided by program area or class. Need to be detailed. Need to be turned into Mentor and/or Supervisor 48 hours before Intern is to teach. Provide evidence to the mentor and supervisor that the intern is well prepared to teach

the lesson. Are required for an intern to be permitted to teach. Need to use behavioral objectives aligned to the appropriate education standard and as the

basis for “I can” statements. Include assessments, which allow for students to show mastery of lesson objective. Are, generally more detailed than those used by mentor teachers. Contain time frames, materials, both formative and summative assessment procedures, and

differentiation strategies. Are written by the Intern with support from the mentor(s).

9. Completing the ExperienceSaying Good-ByeAfter spending a significant amount of time with the students, it benefits all to have some type of closing activity. Discuss with the mentor a way for to say goodbye to the students.


This can take a variety of forms depending on type of experience and age of students. Also remember to send a written good-bye to the mentor and thank them for their time and commitment to the experience. This is best if it includes written thank you notes to the mentor and other teachers/staff who may have helped in the experience. Closing TasksAs the experience draws to a close:

Remove all personal items from classroom and return any loaned materials to the owner. Send a letter to the parents, to inform them the experience has come to a close. Ask Mentor for permission to use them as a Professional Reference. If yes, ask them to

write a letter of reference for your files and ask permission to include their contact information on applications, which include phone and/or on-line reference checks.

Applying for LicensureThe Education Student Service Center (ESSC) processes Teacher Licensure Applications. The ESSC is available to help students and answer questions about this process.

Teacher Licensure Applications must be completed online through the Ohio Department of Education website

All final grades should be posted to transcript before applying online for license. Update name and address with CSU’s ESSC if name or address cited on online license

application is not the same as CSU records. Application payment is made online, only after payment will CSU will receive the

application Applications are processed by CSU ESSC if: All required test scores are on file with CSU’s Education Advising Office (ESSC). All TaskStream assessments are submitted and approved


The Mentor1 Mentor Qualifications2 Mentor Identification Process3 Types of Field Experiences4 Getting Started5 During the Experience6 Completing the Experience7 OFS Observation and Triad Conferences

1. Mentor QualificationsWhat makes a good MentorThe Office of Field Services seeks quality mentors who are dedicated to the teaching field as well as to shaping the future of education! Assisting a student intern is a challenging yet rewarding experience that positively impacts one’s own teaching skills. Quality mentors are those teachers who:

• Model best practices• Communicate clearly and effectively• Look for opportunities to co-plan and co-teach• Provide supportive yet honest feedback• Accept training for mentoring• Can relinquish control of the classroom

Teachers who agree to serve as mentors to our students must be prepared to:• Welcome and orient the student to the classroom• Be patient as the student learns the routines and expectations• Provide time to meet with the intern to plan and provide feedback• Share resources and materials• Remain available at all times, even as the intern begins to take on independent teaching• Complete all formal observations (electronically) and evaluations as required by CSU• Hold the student accountable while providing high levels of support• Communicate regularly about the student’s progress and meet at least three times during the semester with the University supervisor

Mentor Qualifications

Methods,R& S I, R&S II & R&S III

Step 1,2, and CI

Practicum,Internship I

Apprentice Teaching I

Student Teacher, Internship II

Apprentice Teaching II

Licensed teacher Licensed teacher Licensed teacherAt least one year of teaching experience

At least three years of teaching experience including as least one year in the student’s licensure area.

At least three years of teaching experience including as least one year in the student’s licensure area.

2. Mentor Identification Process


OFS placement coordinator works with School placement coordinators to place students with willing mentors. Students are discouraged from contacting schools directly to request placement.

Conflict of Interest to be aware of include: Interns may not Complete an experience in the high school intern attended (under 10 years

from graduation date) Interns cannot be placed in a school where family/friend works or attends Placement cannot be completed where the intern is employed.

Information regarding confirmed matches is communicated to students at the end of the semester prior to the start of their internships. Match information will include Contact information for schools and mentor teachers. Students are then encouraged to contact their mentor teachers.

Mentor OrientationMentor Teachers are encouraged to attend one of the Mentor Orientations held at the beginning of the fall and spring semester. These Orientations are meant to support the Mentors while reviewing changes in policies, requirements and/or forms. They are offered at various times and places.

3. Types of Field ExperiencesTypes of Experiences When an intern is experiencing his/her first lengthy experience in the classroom he/she will need a lot of support in developing, writing, implementing, and evaluating lessons. These Mentors should expect to engage in significant time co-planning and co-teaching in advance of the intern doing independent teaching. He/she will also need strong guidance with issues such as classroom organization and management, assessment, and pacing.

Even in a final placement, our interns are depending on the mentor’s guidance and wisdom. Some students do not have a prior experience, student teaching, Internship II or Apprentice Teaching II may be the first opportunity the student has had to spend significant time in a “real” classroom.

Mentor teachers have the opportunity to model effective practices and coach future teachers, as well as refine and strengthen their own teaching skills. It is a growth opportunity for both the Interns and the Mentors.

The following chart details some of the differences between types of experiences, including schedule, intern expectations, and mentor responsibilities. See previous sections in the Handbook for further information.


Methods,R& S I, R&S II & R&S IIIStep 1,2, and CI

Practicum,Internship IApprentice Teaching I


Schedule Have a required number of hours determined by class syllabus. Student and Mentor work out a mutually agreed on plan.

Generally, 4 mornings per week (M-TH) totaling 15-16 hours for entire semester. Should include 12 hours instructional time and 3-4 hours planning time. 5 seminars usually held on Friday mornings.

5 full days per week over 15 weeks, following same schedule and time obligations as mentor teachers. 5 seminars with advance notice given. Intern expected to attend parent-teacher conferences, faculty meetings, Open Houses, etc.

Intern Experiences and responsibilities are outlined in the class syllabus.

Observe and assist with individual and small group instruction. Engage in extensive co-planning and co-teaching with mentor teacher, then independent lesson and unit planning leading up to extended period of independent teaching time. Important to have time between teaching experiences for reflection.

Brief period of observation with steady increase of responsibilities. Intern bears full load of mentor teacher responsibilities for approximately 10 weeks. Intern gains experience creating and grading assignments. Mentor continues to provide feedback and encourage reflections.

Mentor Varies by Syllabus Models effective instructional practices, offers orientationto the classroom, engages in extensive co-planning and co-teaching, provides materials and advice for intern’s lesson plans, observes intern, and facilitates reflection on experience.

Models effective instructional practices, offers orientation to the classroom, provides materials and advice for intern’s lesson plans, fosters intern’s independent teaching with minimal co-teaching, observes intern and facilitates reflection on experience.

Number ofFormalObservations

See Syllabus2 by Mentor

4 by CSU Supervisor2 by Mentor

6 by CSU Supervisor


Grade Receive letter grade, given by University Professor based on supervisor and mentor observations/evaluations, syllabus assignments, and portfolio.

Student receives a letter grade, given by University supervisor, based on supervisor and mentor observations/evaluations, syllabus assignments, and portfolio. Students in practicum must receive a grade of B or higher to move on to student teaching.

Student receives a grade of “Satisfactory” or “Unsatisfactory,” given by University supervisor, based on supervisor and mentor observations/evaluations, syllabus assignments, and portfolio. Must earn “Satisfactory” to pass.

4. Getting StartedMentor teachers are encouraged to prepare the class for the arrival of the intern and to explain the purpose of the internship. It is helpful to refer to the intern as a fellow teacher and describe expectations for the students while the intern is in the classroom.

The mentor teacher provides the intern with a complete orientation to the school and classroom. If possible, it is helpful to meet with the intern prior to the start of the internship. At the first meeting, please provide the following information:

Mentor Teacher Information including How Intern is to address mentor. Contact information: preferred phone number and email address and appropriate times

for contact outside of school hours. Arrival and departure times of mentor. Full-day Interns are required to follow the contractual hours of the Mentor teacher Half Day Interns are required to have 4 hours of actual instructional/planning time Expectations for the intern to communicate absence or tardiness. What mentor hopes to offer and gain from mentoring an intern.

Building Information including: Parking rules Sign-in and sign-out procedures School calendar (provide copy) Names and introductions to key staff in building: Administrator(s), Office Secretaries,

Custodians, Classroom aides, Teachers on team, Other staff members Location of important facilities: school office, Staff and student restrooms, Teacher’s

lounge, Media resource center, Copier /Production room, Nurse’s office Policies/procedures regarding: Copier use, Fire/tornado drills, Other Emergency drills,

Lockdowns, Staff dress codes

Classroom Information: Storage area for personal items and workspace in classroomLocation use of teaching materials/manuals and course of studyPolicy/consent forms for photographing or videotaping studentsProcedures/policy for collecting/copying teacher resource materialsDaily classroom teaching scheduleClass roster(s)Classroom management system used


Seating chart, if availableAny preparation required of intern prior to first day with students

The First WeekThis is the beginning of an exciting professional experience for the intern! During this week, the intern is becoming familiar with the school and classroom environment, and getting to know the mentor all of which is key to a successful beginning.

The intern should give the mentor, the Mentor Teacher Packet he/she received at the OFS intern orientation. Please note, the intern’s supervisor’s name and phone number, appear on the label on the front of the packet. This packet contains important items for mentor and intern, including contact information for OFS. Mentors are encouraged to contact OFS with any questions regarding forms, mentor agreements, etc. Questions about the experience itself are best addressed to the university supervisor.

Promptly complete the Mentor Data Form included in the packet and return by fax, email or mail to the OFS office. (OFS contact information is located in the front of Handbook). This form provides information required by CAEP and allows OFS to process mentoring agreements. Complete instructions are available on the form.

Expect the intern’s university supervisor to stop into your classroom during the first week of the semester to introduce himself/herself and to be sure that things are starting well. Please be sure to exchange contact information at this first visit. It is vital that each have the other person’s email address in order to share formal observations of the intern via email. If student’s supervisor has not made contact by the end of the second week, please contact OFS immediately.Discussion Points for the First week:

CSU Class Syllabus with requirements for Intern assignments. Composition of class, including cultural backgrounds, learning styles, and student special

needs (including any IEP or 504 requirements) Procedures and policies for parent contact and involvement Grading and evaluation policies and record-keeping procedures

With guidance, the intern should accomplish the following tasks during the first week: Learn student names and become acquainted with them Write and distribute a letter of introduction to students’ parents Become familiar with school guidelines and assure parental permission for video taping Gather information about long-range and unit plans in current use Offer to assist as needed with individual or small group lesson reinforcement Become acquainted with resources, academic supplies, and other materials which aid

instruction

5. During the ExperienceProfessionalism By acting as the student’s Role Model, Mentors are asked to support the Interns transition from student to professional teacher. Understanding what is to be expected of them when they have their own classroom is one of the most important aspects of the field experience. Please see the Role of the Intern for more information on the Professional Dispositions.

A t t e n d a n c e a n d P un c tu ali t y Policies Please see the attendance policies under The Intern.


Note: Interns may not make changes in the daily schedule without prior approval from: (1) the mentor teacher; (2) the University supervisor; and (3) a Program Coordinator in the Office of Field Services. It is n o t acceptable to drastically adjust their schedules to meet the hour requirement for the week. For example, students required to attend four mornings per week for approximately 16 hours a week may not instead attend two full days a week. Contact the student’s supervisor and OFS with questions about the schedule.

Lesson PlanningThe Requirements for Lesson planning will vary depending on the Intern’s program of study and field experience level. All interns however are required to have a written plan before being allowed to teach. Interns need the support which comes from planning collaboratively with the mentor and benefit from time to review lessons with the mentor before teaching. Detailed lesson planning is an important skill for interns to develop because it forces them to think through their lessons. Mentor support is imperative for Interns to be successful in planning and carrying out a plan. Points to clarify with the intern include:

The procedures and schedule to follow for joint lesson planning. Schedule for lesson plan submission and review. (Many Supervisors require submission

of lesson plans at least 48 hours in advance of teaching a lesson.) How intern is to submit lesson plans prior to teaching. (Students are required to email

lessons to mentor teachers and supervisors; be sure to tell the student if a hard copy is also needed)

Allow enough time for review, feedback and editing p ri o r to the implementation of the lesson.

Intern’s lesson Plans are required to be more detailed than that generally used by the Mentor teacher.

See The Role of the Intern: Lesson Planning for more details.

Supporting the InternThe field experience is a time of learning for the Intern. Several suggested topics for intern exploration are listed under the Role of the Intern. Mentors can encourage learning and exploration in these and other areas. Mentors are encouraged to share their own learning experiences with Interns and to support the Interns own professional growth through opportunities to observe, co-plan, co-teach, and/or take over the class. Mentors are asked to share their expertise with:

Using Academic Content Standards and Common Core Using student data to inform practice Effective Methods for instruction of students with Dyslexia Collecting evidence of teaching practices Ohio Teacher Evaluation System (OTES) Resident Educator Licensure process (RESA) Value-Added Progress Dimension Ohio Standards for the Teaching Profession (OSTP) School Operating Standards Professional Development Standards

ObservationWhile mentor teachers are required to do a limited number of formal observations* of the intern, on-going feedback and reflection is needed for the intern to experience the most growth. Mentor teachers are asked to observe the Intern on a regular basis and help the Intern reflect on ways to improve practice. Interns also gain greatly when mentors are willing to share


their own time of self-reflection and revisions with the Intern. Experiencing a Mentor teach, reflect, revise and reteach is a valuable learning opportunity for an intern. *See below for How to complete the formal OFS Observations.

Concerns with InternsInterns are guest in the classroom. When concerns arise in the field, OFS guides the decision making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility.

Please see the Arbitration Process for more details on how concerns are handled.

Liability Cleveland State University is not liable for any consequences due to interns’ inappropriate actions or negligence. As the teacher of record, the mentor teacher maintains full responsibility for the safety of the Pre-K-12 students at all times. Mentors or another licensed teacher should always be available to the intern if the intern encounters situations he/she cannot control. Please see the Role of the Intern for more details. S ubs t i tu ti n g Interns do not have the protection from liability that the mentor teacher has. Interns may not serve as a substitute teacher and may not take children off the school grounds unless accompanied by a licensed teacher as part of a school-sanctioned event. Please see the Role of the Intern for more details.

6. Completing the ExperienceSaying Good-ByeThe intern has spent a significant amount of time with these students and it benefits all to have some type of closing activity. Discuss a way for the intern and the students to say goodbye to each other. This can take a variety of forms depending on type of experience andage of students.

Closing TasksAs the intern’s experience draws to a close, there are several things a mentor is asked to complete:

Participate in a final triad conference with the student intern and the supervisor to discuss the student’s growth and future goals.

Complete the Field Experience Record Form and submit to the University supervisor. Supervisor will also sign and return form to OFS.

Write a letter of recommendation for intern, providing a copy to the student in advance of his/her final day. A letter of completion can be substituted for Interns not meeting Mentor’s standards.

Collect any materials loaned to the intern and assure intern removes all personal items from classroom.

Complete the online evaluation of the OFS office and of the university supervisor worked with during this experience.

7. OFS Observations and Triad Conferences


Observation InformationMentor teachers who have a student for the entire semester are required to complete two formal observations. Mentor teachers who have a student only half the semester (or share a student with another mentor) are required to complete one formal observation.

OFS uses an electronic process for completing and storing formal observations. All observation and evaluation materials must be completed and submitted electronically to the student and supervisor via email. CSU supervisors will maintain an electronic folder containing all observation and evaluation materials from interns and mentors. The supervisor is responsible for submitting all electronic observation records to OFS at the end of the semester. Please note that files should be saved in Microsoft Word or Rich Text Format.

T i m eli n e

Please note that this is a s ugg es t ed timeline. Confirm appropriate dates for observations and triad conferences with intern’s CSU supervisor.

Week Practicum, Internship IApprentice Teaching I


2 Supervisor Observation 13 Supervisor Observation 1 Mentor Observation 14 Mentor Observation 1 Supervisor Observation 26 Supervisor Observation 2 Supervisor Observation 37 Midterm triads held by the end of

week 8Midterm triads held by the end of week 8

8 Supervisor Observation 49 Supervisor Observation 3

10 Mentor Observation 2 Mentor Observation 2,11 Supervisor Observation 512 Supervisor Observation 413 Supervisor Observation 615 Final triads completed

Completing an ObservationDirections for completing the observation process are outlined below. The CSU Supervisor can give more specific directions for completing an observation.

Step 1: Locate and become familiar with the OFS Observation Form. This form is emailed at beginning of semester. It can also be found in the Mentor Packet or a copy can be received from the University Supervisor.

Step 2: Intern submits (email and/or hard copy) a completed Lesson Plan to mentor 48 hours prior to the day of the lesson. (This lesson plan should also be submitted to University Supervisor) (See The Role of the Intern: Lesson Planning section for more details)

Step 3: Observe the intern teach. Take notes, script classroom conversations, and/or collect other kinds of data to address the items on the observation form. This data should identify the intern’s strengths as well as recommendations for improvement. Look for and record evidence to support scores given under the Standards for the Teaching Profession 1-7. Record Acceptable/Unacceptable scores under the Dispositions; identify evidence for any unacceptable scores.


Step 4: Hold a Post-Observation Conference. Ideally, this conference occurs immediately following the observation or as soon after as possible. Encourage the intern to reflect on the lesson using the questions on the Post-Observation Reflection Form to structure the conversation. Ask the intern to share his/her own reactions and justify reflections using evidence from the lesson. The observer should share information from the observation to discuss strengths and areas for growth, with specific evidence from the lesson.Together, the observer and the intern set a Growth Goal for subsequent observations and identify specific supports the mentor can provide the intern to support that growth.

Step 5: Intern completes the Post-Observation Reflection Form and submits it to the Mentor and CSU Supervisor.

Step 6: On a computer, type up the Intern OFS Observation Form and submit electronically (ex: attach to email) completed Form to the CSU Supervisor and Intern.

Step 7: CSU Supervisor will review the completed OFS Observation Form and Intern’s completed Post-Observation Reflection Form and submit both to OFS.

Triad conferencesTwo Triad Conferences are held during the semester. The 7-week Triad is held at the midpoint of the semester while the 15-week Triad is held at the end of the semester. This is an opportunity for the intern, mentor, and supervisor to sit down and assess the intern’s progress, therefore it is strongly urged that both the Mentor and Supervisor complete observations to familiarize themselves with the Intern’s practice before completing either the 7-week or 15-week sections of the OFS Intern Field Experience Record and Evaluation Form.

This form, on NCR paper, is provided in your mentor packet. You will use the formal observation(s) you have completed to give scores in the specific Domain areas. There are also areas where you can report any absences/tardies, missing/late assignments, and weak or unacceptable assignments. Space is provided to note strengths and goals for the second half of the semester (at the 7-week) or areas for continues professional growth (at the 15-week).

Following the Triad, each participant will sign both the supervisor’s copy and the mentor’s copy of the form. The supervisor and the mentor keep their forms at the mid-term meeting. The supervisor will collect the mentor’s copy at the final triad meeting to submit to OFS office. A Copy is also provided to the intern at the 15 week triad.


The Supervisor1. General Information2. Attendance3. Academics4. Getting Started5. During The Experience6. OFS Observations and Triad Conferences7. Duties8. Completing the Experience

The Supervisor is an employee of the University, which has expertise in the program area he/she is supervising. Supervisors are the connection between OFS and the intern and/or mentor and are available for support to both. Supervisors act as a resource to discuss CSU policies and procedures regarding field experience.

1. General InformationSupervisor OrientationSupervisors are expected to attend the Supervisor Orientation held at the beginning of each semester. These Orientations are meant to support the supervisor while reviewing college updates as well as, changes in policies, requirements and/or forms.

Supervisor MeetingsSupervisors are encouraged to attend the Supervisor Meetings held mid-semester and at the end of the semester. These meetings are a chance for supervisors to network and discuss issues in the field. Many important things are covered at these meetings including:

Data effecting our work Using data to inform practice Schedule changes College updates National trends in the field Concerns and Celebrations from the field. Paper work exchange

Identification


CSU supervisors and students are required to wear identification at all times in the school or school district. The Office of Field Services provides CSU lanyards designed to hold the CSU ID Card. Supervisors are also issued a nametag.

Professionalism The student’s Supervisor is asked to support the Intern’s transition from student to professional teacher. Guiding Interns as they negotiate the school culture is an important aspect of the field experience. Being a role model of the Professional Dispositions expected of students is crucial. The supervisor provides the scaffolding for the intern’s professional growth. Please see The Intern for more information on the Professional Dispositions.

ConfidentialitySupervisors are to follow the confidentiality rules of the University and sign a confidentiality agreement. It is imperative to respect interns, students, families, and school personnel’s confidentiality. Supervisors and Interns are expected to maintain confidentiality in seminar discussions. While interns may have questions and want to discuss experiences, it is best to avoid judgment or criticism. Supervisors may discuss concerns they have with interns or school personnel with OFS personnel in a confidential setting.

2. AttendanceAttendance and Punctuality PoliciesThe supervisor is a role model for the Intern and a representative for the Office of Field services. Supervisors are expected to present themselves in a professional manner at all times. The Work Ethic Professional Dispositions speak directly to the importance of arriving on time and being well prepared to complete the task at hand. In order to model this for interns the supervisor is expected to:

Punctuality AttendanceArrive on time Schedule visits with Mentor/InternInclude enough time to sign-in and out at office

Arrive on scheduled days

Enter room before lesson starts Notify intern and school if unable to attend

Notify school if going to be late Schedule seminarsStart and End Seminars on time Arrange a sub for seminars you can not

attend

Monitoring Students’ attendanceThe supervisor is to check the intern’s attendance log at each site visit and report any concerns with attendance or punctuality to OFS. Please assure intern is signing in and out at the school each day. The supervisor will collect the students attendance logs at the end of the semester and turn them into OFS. For further information, Please see the attendance policies under The Intern and The Mentor.

3. AcademicsAc a de m ic I n t e g r i ty While interns are in the field, they are entitled to all rights and bound by all responsibilities outlined in the CSU C o d e o f St u d e n t C o nd u ct . This includes academic integrity. Any work submitted for grading (e.g. lesson plans, reflections, assessments, portfolio artifacts) must be interns’ own work. If a supervisor suspects an intern of plagiarizing, they will follow the procedures outlined in the A ca d e m i c M i sc o ndu ct P o li c y.

Academic Requirements and Deadlines


All assignments outlined in syllabi should be turned in to supervisor on the date indicated (this includes assignments that need to be submitted to Taskstream). Supervisors are responsible for grading Intern’s work and returning it to intern in a timely manner. Supervisors should address their questions about assignments to OFS.

Concerns with InternsInterns are guest in the Mentor’s classroom. When concerns arise in the field, OFS guides the decision making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility. If a concern arises with an intern, supervisors are to do due diligence by:First: speak to all parties involved to verify and specify the concernSecond: gather evidence and documentation pertaining to concernThird: notify the OFS Director.Forth: conduct a Level 1 Action Conference with the Intern and Mentor teacher to create a SMART goal intern.Level 1: Action conference is the first step in the Arbitration process and is held by the supervisor or the instructor of record.

The main objective of the action conference is to create a SMART* goal to scaffold intern success.

Supervisor, mentor, and intern will work together to develop a written action plan. See supervisor packet for

Action Conference Record Sample Action Conference Objectives for the Dispositions.

Submit copy of plan along with any and all evidence to OFS.Please see the Arbitration Process for more details on how concerns are handled*Smart goals can be defined as: S: Specific; M: Measurable; A: Attainable; R: Relevant; T: Time bound

4. Getting StartedIntroducing Self to the InternInterns will be introduced to their supervisors at the Intern Orientation. At that time the supervisor:

Exchanges contact information: preferred phone number and email address and appropriate times for contact outside of school hours.

Discusses when the supervisor will make the first visit to the school Discuss dates for seminars

The First WeekThis is the beginning of an exciting professional experience for the intern! During this week, the intern is becoming familiar with the school and classroom environment, and getting to know the mentor. The supervisor visits this first week to:

Introduce self to Mentor and School Personnel. Exchange contact information with Mentor. Assure Mentor receives the Mentor Packet from the Intern. Answer questions from Mentor and/or Intern. Review responsibilities, roles, and expectations

5. During the ExperienceProgram and Subject Specific Syllabi

Supervisors receive a copy of the course syllabus at the orientation in their supervisor packet.


Each syllabus identifies course outcomes and key requirements. Supervisors need to read the syllabus to gain an understanding of what is expected from

the intern in the field. Supervisors are responsible for addressing the assignments listed on the syllabus and

TaskStream. Supervisors are not allowed to revise or disregard an assignment on the syllabus or

TaskStreamTaskStreamSupervisors are to familiarize themselves with all TaskStream assignments for their interns. Supervisors are to review the Rubrics for each assignment in order to support the interns success with completion of assignments. See The Intern for more information.

Supporting the InternThe field experience is a time of learning for the Intern. Several suggested topics for intern exploration are listed under The Intern. Supervisors can encourage the mentor to support the Interns’ learning and exploration in these and other areas. Supervisors are encouraged to share their own experiences with Interns if it supports the Interns professional growth. Supervisors also support the Intern through:

Providing guidance to the interns through regular visitations to observe them teach. Holding conferences with interns and their mentor teachers. Use of Coaching Prompts and Critical Questioning. Introducing the Co-Teaching Lesson Plan. Supporting interns Growth Mind-set. Working with mentor teachers and their interns on planning, delivering, and evaluating

instruction. Conducting seminars. Helping to resolve problems affecting the Intern/learning situation. Reviewing progress with mentor teachers. Providing a midterm progress report with concrete suggestions for improvement. Serving as a liaison between cooperating school personnel and OFS. Keeping the OFS Program Coordinator informed of major Intern problems that develop

during the semester, and help in the arbitration process when necessary. Inform students of available resources, such as OFS Smart board, which may be used for practice. Availability of Video equipment to complete assignments Curriculum Center at Library as well as the Writing Center Where and how to find relevant research for assignments

Lesson PlanningPlease see the policies for lesson planning under both The Intern and The Mentor. Supervisors will discuss with Interns when and how they wish to have lesson plans completed. Interns are to turn in lesson plans to supervisor a minimum of 48 hours before teaching. Supervisor is to review the lesson plan and contact Intern with any concerns and/or needed revisions. Supervisors may refer to The 10 Essential Questions for Student Interns When Planning Lessons and Lesson Plan Assessment Checklist to provide focused feedback to Interns. Interns are not permitted to teach without a written plan. Any concerns about Interns’ ability to complete lesson plans need to be reported to OFS immediately.


6. OFS Observations and Triad ConferencesObservation InformationSupervisors are required to complete formal observations. The number of Observations is determined by the program area and type of field experience of Intern. OFS uses an electronic process for completing and storing formal observations. Supervisors are to complete the OFS Observation form and submit a copy to the intern. This is usually done through email. CSU supervisors will also maintain an electronic folder containing all observation and evaluation materials from interns, mentors and themselves. The supervisor is responsible for submitting all electronic observation records to OFS at the end of the semester. Please note that files should be saved in Microsoft Word or Rich Text Format.

T i m eli n e

Please note that this is a s ugg es t ed timeline. CSU supervisor will set appropriate dates for observations and triad conferences with intern.

Week Practicum, Internship IApprentice Teaching I


1 Check in with Intern (visit, email or phone call)2 Seminar 1 Seminar 1 Supervisor Observation 13 Supervisor Observation 1 Mentor Observation 14 Mentor Observation 1 Supervisor Observation 25 Seminar 2 Seminar 26 Supervisor Observation 2 Supervisor Observation 37 Midterm triads held by the end of

week 8Midterm triads held by the end of week 8

8 Seminar 3-- Seminar 3 Supervisor Observation 49 Supervisor Observation 3

10 Mentor Observation 2Seminar 4

Mentor Observation 2, Seminar 4

11 Supervisor Observation 512 Supervisor Observation 413 Seminar 5 Seminar 5 Supervisor Observation 61415 Final triads completed

Completing an ObservationDirections for completing the observation process are outlined below. OFS can give more specific directions for completing an observation.

Step 1: Locate and become familiar with the OFS Observation Form. This form is emailed at beginning of semester. It can also be found in the Supervisor Packet or a copy can be received from OFS.

Step 2: Intern submits (email and/or hard copy) a completed Lesson Plan to supervisor and mentor 48 hours prior to the day of the lesson. (See The Role of the Intern: Lesson Planning section for more details)


Step 3: Observe the intern teach. Take notes, script classroom conversations, and/or collect other kinds of data to address the items on the observation form. This data should identify the intern’s strengths as well as recommendations for improvement. Look for and record evidence to support scores given under the Standards for the Teaching Profession 1-7. Record Acceptable/Unacceptable scores under the Dispositions; identify evidence for any unacceptable scores.

Step 4: Hold a Post-Observation Conference. Ideally, this conference occurs immediately following the observation or as soon after as possible. Encourage the intern to reflect on the lesson using the questions on the Post-Observation Reflection Form to structure the conversation. Ask the intern to share his/her own reactions and justify reflections using evidence from the lesson. The observer should share information from the observation to discuss strengths and areas for growth, with specific evidence from the lesson.Together, the observer and the intern set a Growth Goal for subsequent observations and identify specific supports the supervisor and/or mentor can provide the intern to support that growth.

Step 5: Intern completes the Post-Observation Reflection Form and submits it to the CSU Supervisor.Step 6: On a computer, type up the Intern OFS Observation Form and submit electronically (ex: attach to email) completed Form to the Intern.

Step 7: Review the Intern’s completed Post-Observation Reflection Form and save in order to submit both completed OFS Observation Form and completed Post-Observation Reflection to OFS at the end of the semester.

Triad conferencesTwo Triad Conferences are held during the semester. The 7-week Triad is held at the midpoint of the semester while the 15-week Triad is held at the end of the semester. This is an opportunity for the intern, mentor, and supervisor to sit down and assess the intern’s progress, therefore it is strongly urged that both the Mentor and Supervisor complete observations to familiarize themselves with the Intern’s practice before completing either the 7-week or 15-week sections of the OFS Intern Field Experience Record and Evaluation Form. Mentor and Supervisor should complete this form before the conference time.The Supervisor collects the Triad forms from the Mentor at the end of the 15-week triad and will hand in both the Mentor and Supervisor’s forms to OFS at the end of the semester.

7. DutiesSeminarsThe purpose of seminar is to allow interns the opportunity to discuss and obtain feedback on the high and low points of their experiences as they attempt to move from theory into practice. This feedback is seen as highly valuable and in many cases validating for the intern.. A minimum of one seminar session is to be held in the OFS classroom, Julka Hall 187. This space must be reserved through OFS. Some do and don’ts for running a seminar are listed below.

DO DON’TTake attendance at each seminar It is mandatory for interns to attend seminars

Allow interns to miss seminar with out making it up. (excused absences only)

Allow interns to steer the conversations anddiscussions

Allow an intern or group of interns to dominate the seminar

Establish a safe and productive atmosphere Assign readings or homework outside thiscurriculum guide or the course syllabus


Clarify interns’ concerns regarding collegepolicies and deadlines

Change college or university policies based onpersonal preferences

Encourage risk taking Allow “tourists”Offer interns the opportunity to discuss theirfrustrations and success stories and recognizetheir discussions as part of the learning process

Lecture or dominate discussions

Have interns complete one TaskStream portfolio for the semester which serves as both their college outcomes portfolio and their employment portfolio (in final semester)

Have interns complete two separate portfolios

Encourage differentiated reflection on teaching practices

Insist every intern complete reflection work in the same way.

Inform OFS of any potential concerns aboutSeminar in a timely fashion

Dismiss interns’ complaints or venting asinexperience or immaturity

Provide interns with examples of standards-based, lesson plans

Encourage interns to use a non-compatiblelesson plan format

Invite interns to share classroom materials and TaskStream/edTPA artifacts

Show movies/videos, except for brief, relevantclips.

Supervisors are asked to share their expertise during seminar with: Using Academic Content Standards and Common Core Using student data to inform practice Effective Methods for instruction of students with Dyslexia Collecting evidence of teaching practices Ohio Teacher Evaluation System (OTES) Resident Educator Licensure process (RESA) Value-Added Progress Dimension Ohio Standards for the Teaching Profession (OSTP) School Operating Standards Professional Development Standards Completing edTPA and TaskStream assignments Completing Ohio Licensure Testing requirements and on-line Licensure application

8. Completing the Experience

Closing TasksAs the intern’s experience draws to a close, there are several things a supervisor is asked to complete:

Participate in a final triad conference with the student intern and the Mentor to discuss the student’s growth and future goals.

Complete the Field Experience Record Form and submit to the University supervisor. Supervisor will also sign and return form to OFS.

Write a letter of recommendation for intern, providing a copy to the student in advance of his/her final day. A letter of completion can be substituted for Interns not meeting Supervisor’s standards.

Complete Final Evaluation of Intern, Mentor, Field Site, and OFS. Return all required paper work to OFS Intern’s time sheet Seminar Sign-in sheet


Mentor and Supervisor Triad forms Final Supervisor Evaluation Supervisor Final Checklist (Grade Sheet) OAE/Pearson exam scores

Office of Field Services1 Professional Dispositions2 Career Services3 Intern Supports4 Concerns with the Intern

The staff of OFS is committed to assuring Cleveland State Students and interns have educative experiences that will aid them in their development into highly skilled educators. OFS is committed to quality customer care for the students and interns we serve as well as the schools and Mentors whom except our interns and most of all for the students who will be taught by our interns. OFS is driven by the latest research data and national trends to inform its work and policies and to prepare students for the workforce. åOFS acts as the liaison between CSU community partners, stakeholders, and faculty, sharing up to date information on edTPA, teaching standards and teacher evaluation. OFS aligns intern assignments with Ohio’s Teacher Standards, to enable a smooth transition from Intern to Professional as well as edTPA to Resident Educator Summative Assessment.

1. Professional DispositionsField experience is different than any other type of class. The major responsibility of OFS to the intern during a field experience is to give dispositional feedback. See dispositions in The Intern. The obtainment of professional dispositions is not measured in a traditional college class setting. The field experience gives faculty and supervisors the opportunity to see the intern “at work” thus allowing the scaffolding of intern’s acquisition of these skills. Acquiring these skills is imperative for a student wishing to obtain employment in a school district.

2. Career Services


OFS helps to smooth the transition from student to professional not only with dispositions but also through career services such as:

Connections to career services Networking and/or interviewing opportunities Job fairs On-line application process CSU career day

3. Intern SupportsOFS advocates for interns’ varied needs during the field experiences. OFS works to maintain intern’s access to:

Computer labs 1

edTPA resource materials TaskStream support CSU Curriculum library Practice Classroom complete with smart board Video equipment

4. Concerns with the InternInterns are guest in the Mentor’s classroom. When concerns arise in the field, OFS guides the decision making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility. If a concern arises with an intern OFS will act as an arbitrating body to assure all parties concerned are provided due diligence. See Arbitration Policies for more information.

1


Arbitration PoliciesWhen concerns arise in the field, OFS guides the decision making process by the overarching understanding that our first responsibility is to children in classrooms, our second responsibility is to mentor teachers, and CSU interns are our third responsibility.

During the arbitration process, OFS will use a variety of indicators of quality to coach the intern in best practice or to determine level of negligence. All documentation from concerns will be kept in a locked drawer in coordinator’s office during active semesters and then filed in student file in OFS.

Sources of evidence include: Emails Lesson plans Observations Phone scripts Texts Site visits

o Evidence is processed through appropriate tools including: Lesson plan checklist Disposition checklist Syllabi Handbook

The Arbitration Process can follow one of 2 paths.

Path 1: Supervisor or Mentor raises a concern regarding intern performance in the classroom. If evidence gathered in the arbitration process indicates that children’s learning or safety is at risk, the process may rapidly escalate to a level 3 concern possibly involving the OFS Director.

Level 1: Action conference is held by the supervisor or the instructor of record. The main objective of the action conference is to create a SMART goal to scaffold intern

success. Supervisor, mentor, and intern will work together to develop an action plan.

Level 2: Mediation Conference is held by an OFS Program Coordinator A violation of the action plan in level 1 or evidence indicating that children’s learning or

safety is at risk may result in a level 2 conference. The main objective of the mediation conference is to scaffold intern success and create a

level 2 action plan. Once concern is expressed (from intern, supervisor, or mentor) OFS investigates by visiting

the site and if appropriate observing an intern lesson. A second coordinator or the supervisor will serve as a scribe for the concern conference.

Level 3 Concern Conference: is held by the OFS director A violation of the level 2 action plan or evidence indicating that children’s learning or safety

is at risk may result in a level 3 conference. A coordinator will serve as a scribe for the level 3 concern conference


Possible outcomes include: 1. The arbitration process may result in the intern’s loss of invitation from the mentor.

a. Intern’s disposition, the point in the semester when the Arbitration Process occurs, and the evidence gathered in the Arbitration Process are factors that determine whether or not a new placement will be sought for the same semester or a future semester.

2. Student is removed from the Field by OFS.a. OFS will serve as a liaison with ESSC in supporting student in the petition process

to: Graduate without licensure Repeat the experience Proceed following a different path

Path 2: Intern or supervisor raises a concern regarding the placementOFS services on behalf of the intern include:

Use of quality indicators to provide evidence of placement quality Seek new placement or alternative supervisor if deemed appropriate Provide modified timeline if necessary for assignments or obtainment of needed hours.


Need To KnowModel of TeachingStudent Resources

Education Student Services Center Writing Center Curriculum Library Office of Judicial Affairs Office of Disability Services Career Services and Placement Center


Model of TeachingThe Cleveland State University (CSU) Model of Teaching is expressed as “The Teacher as a Reflective, Responsive Professional – A Partner in Learning.” CSU teacher education graduates are known for distinctive abilities that reflect the four knowledge bases that compose this model: Inquiry, Contextualism, Partnership, and Professionalism. As Figure 1 indicates, the four elements of the model are related and emanate from our common beliefs about learners and the teaching-learning process. Inquiry (reflective), Contextualism (responsive), and Partnership (partner) guide the design of program elements, e.g., program outcomes, instructional strategies and activities in courses, and program evaluation.

Figure 1: CSU Model of Teaching

As conceptualized, the three elements in the Knowledge base are encircled by the concept of Professionalism. The Model assumes that Professionalism is not a plateau but rather a career- long process of reflection and growth, an ongoing process whereby teachers constantly enhance their understanding of how Inquiry, Contextualism, and Partnership relate to the teaching- learning process. Finally, at the very center of the Model is the learner. CSU teacher education graduates take seriously their role in implementing and adapting the Model to a variety of instructional environments, urban and suburban, where learner diversity – measured in terms of gender, race, ethnicity, socio-economic status, and exceptionality – is often in high profile.

Table 1 on the next page provides more detail about each of the four knowledge bases. For more information about the CSU Model of Teaching, you can view the Conceptual Framework Report and Teacher Education Model on the CSU web site at: h tt p :/ / c e h s . cs u o h i o . e d u / a bo u t /c o n ce p t u al - f r a m e w o r k . h t m l


Student ResourcesEducation Student Service Center (ESSC)The College Advising Office (Education Student Services Center) mission is to provide accurate, timely & helpful academic & professional guidance and support to future, current and past CEHS students. Students should be sure to have current copies of their Programs of Study on file in the office, especially if they’ve been given transfer credit(s) from another college/university or waivers.The ESSC provides a variety of services including:

1. Track the student’s progress through the College Student Data Base2. Process Petitiions.3. Provide both BCI and FBI Fingerprinting Services. 4. Process the graduation application and teacher licensure application when

submitted5. Provide a timeframe for return of the actual license document from the State

Department of Education6. Process the student’s state teaching license application7. Provide information about OAE Examination requirements, dates, costs, and

procedures8. Answer questions regarding completion of the Teacher Preparation Program

Campus Location: Julka Hall 170Office Hours: Mon - Thurs: 8:00am - 6:00pm, Fri: 8:00am- 5:00pm

For Appointments Call: 216-687-4625 Fax: 216-687-9284For Further Information: [email protected]

The W r it i ng C e n ter Writing is an important skill for professionals. The Writing Center is available to help with any student writing assignments including TaskStream and/or edTPA. In addition to tutoring services, the Writing Center also maintains a library of reference books, handbooks and other resources helpful to all writers.

Campus Location: Rhodes Tower 124, 1860 E. 22 StreetOffice Hours: Mon - Thurs: 9:30am - 7:00pm, Fri: 9:30am - 4:00pm

For Appointments Call: 216-687-6981 Dr. Mary McDonaldFor Further Information: Phone: 216-687-6982; Fax: 216-687-6943

Cur ricul um Lib rar yThe Curriculum Library is found on the third floor of the Main Library. There are numerous resources for interns to use for lesson planning and implementation such as, but not limited to: curriculum resource guides, thematic units, juvenile literature collection, instructional media and manipulatives, reference guides and reading material.

Campus Location: Rhodes Tower 301, Multimedia ServicesFor Further Information: Diane Kolosionek at (216) 802-3358


mailto:[email protected]

Judici a l A ff a i r s If interns or supervisors need to file a complaint involving a violation of the Student Conduct Code, information is available in the Office of Judicial Affairs. The complaint usually results in a formal charge, which describes the incident or action and states the violation as it relates to the Code. This is the first stage of the judicial process. Students can get a copy of the Student Code by going to the Department of Student Life, MC 106 and asking for Valerie Hinton Hannah, Judicial Affairs Officer.

Campus Location: Main Classroom Building, Room 106For Further Information: (216) 687-2048

Email: st ud e n t l i f e @ cs u o h i o . e d u Web: h tt p :/ / www. cs u o h i o . e d u / st u d e n tli f e / ja ff ai r s/ f a q . h t m l

O f fice o f D i s abi l i t y S e r v ices The Office of Disabilities serves students with a variety of disabilities, including learning disabilities, chronic health issues, attention deficit disorders, psychological conditions, visual impairments, mobility impairments, and hearing impairments.

Anyone who is requesting accommodations due to a disability is required to make that request through the Office of Disability Services.

Once a person has been identified to this office, the office engages in an interactive process with that person to determine what accommodations, if any, are needed to ensure their equal access and participation in our community. The office website provides basic information about its services and how they are offered. Please feel free to contact Disability Services if more information is needed, or to set up an appointment.

Campus Location: Main Classroom Building, Room 147For Further Information: Call: (216) 687-2015; Fax: (216) 687-2343

Email: st ud e n t l i f e @ cs u o h i o . e d u Web: h tt p :/ / www. cs u o h i o . e d u / disability / d i s a b i l i t y

C a r e e r S e r v ices and P la c e m e nt C e n t e r The Career Services Center provides interns with the following information:

Procedures for registering with Career Services Available information and services Spring Job Fair Assistance with resume development Practice interviewing sessions Posting available in state/out of state teaching positions Passes to Teacher Recruitment Fairs

Campus Location: Rhodes Tower West, Room 280Office Hours: Mon - Fri: 8:00am - 5:00pm (closed daily12:30 – 1:30pm)

For Appointments Call: 216-687-2233For Further Information: Phone: (888) CSUOHIO (toll free) Fax: (216)687-9313

Email: [email protected] Web: www.csuohio.edu/career


mailto:[email protected]

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