Faculty Supervisor Resources

Roles and Responsibilities

The GCU supervisor is the local GCU-approved supervisor who has oversight responsibility for the development, implementation and evaluation of the Teacher Candidate. The GCU supervisor is also certified, endorsed and/or licensed as a teacher. This individual will work closely with the cooperating teacher, the Teacher Candidate and the course instructor to ensure that the quality, integrity and outcomes of the student teaching experience meet the University's standards.

 

As a role model, mentor and coach:


As an evaluator:

Establish and maintain a professional working relationship with the cooperating school and/or district. Maintain effective communication with the cooperating teacher and Field Experience Specialist.


Participate in a face-to-face meeting with the Teacher Candidate and the cooperating teacher during the first two weeks of student teaching.

Act as a resource person to the Teacher Candidate by providing additional sources of information, being available through phone or mandatory weekly email personal contact and cooperatively deriving workable solutions if difficulties arise.


Participate in a conference with the Teacher Candidate and the cooperating teacher during the last week of each eight week session to debrief on the success of that session.

Provide information on the development and implementation of future professional plans.


Complete Formative Evaluations (Teacher Candidate Collaborative Evaluation Instrument Site Visit #1, #2 and #3 and any other informal evaluations) of the Teacher Candidate.

Encourage responsibility and creativity in the student teaching experience.


Complete Summative Evaluation (Teacher Candidate Collaborative Evaluation Instrument Site Visit #4) of the Teacher Candidate during the last weeks of the second eight week session.

Keep adequate records on the Teacher Candidate.


The four site visits are formal collaborative observations conducted in conjunction with cooperating teacher utilizing Grand Canyon University's Collaborative Evaluation Instrument.

Keep adequate records on the Teacher Candidate.


After each site visit, submit the evaluation to TaskStream.

Provide knowledge about evaluation procedures.


 

Create and maintain a professional, friendly relationship with the Teacher Candidate and the cooperating teacher.


 

Collaborate with the Teacher Candidate on design and implementation of the Teacher Work Sample, evaluating the five day unit for the thorough examination of their instruction. This would also include one of the site visits and observations with the Cooperating Teacher be done during the implementation of the Teacher Work Sample.


 

Maintain open communication with the Field Experience Specialist as needed, with particular attention to providing assistance to the Teacher Candidate in areas of improvement, up to and including creation and monitoring of the Corrective Action Plan.


 

 

Requirements

  • Master's Degree or Doctoral Degree in Elementary, Secondary (must be certified in area of supervision) or Special Education
  • A valid current teacher certification or license
  • Minimum of 3 - 5 years of classroom experience

 

Student Teaching Expectations

The following clinical practice expectations for teacher candidates in the College of Education seeks to address the common issues and responsibilities of teacher candidates who are out in schools and school districts in a field experience and clinical practice setting. The statements are designed to be reflective of the fundamental principles and values that are desired of a teacher candidate and his/her professional and personal conduct in the field experience and clinical setting (student teaching). The conduct expectations clarify conduct unbecoming of a student teacher, and thus are subject to disciplinary action. By addressing these issues we seek to respond to and clarify our expectations for all of our teacher candidates who are representing themselves and Grand Canyon University in their role and work with students, cooperating teachers, supervisors and school communities.

Teacher candidates in the College of Education represent GCU's value-based liberal arts institution. All teacher candidates who go out into the field are expected to abide by the responsibilities of university citizenship and to show consideration and respect for personal freedom and property rights of members of the civic, academic and school community. Teacher candidates are expected to abide by ethical, professional and academic standards that are conducive to a positive learning experience. These expectations include, but are not limited to the expectation that the teacher candidate:

  • Gives appropriate attention to college and site placement work
  • Attends class, exercises and engagements as required by the college and school site placement
  • Acknowledges and accepts the responsibility of honorable adherence to the university's and site placement's standards, rules, policies and procedures
  • Supports and exhibits ethical behavior with teacher candidates, faculty, staff, school placement personnel and the community
  • Recognizes and embraces the diversity and personal values of others
  • Exhibits self-direction and self-reliance as a college student and in the pursuit of individual and collaborative learning objectives and goals
  • Acknowledges and accepts personal responsibility and accountability for his or her actions, interactions and communication in all forms with teacher candidates, faculty, staff, school placement personnel and the community
  • Upholds confidentiality and respect for personal or professional information communicated in the placement classroom
  • Adheres to college dispositional expectations, policies and standards of academic honesty
  • Represents themselves solely in all matters related to student teaching performance, evaluation, assessments, disciplinary action, etc.
  • Dresses according to professional attire expectations which can be interpreted as:
    • Women: slacks (dress pants), skirts (mid-calf to about two inches above the knee), blouses, shells, cardigans, blazers and dresses
    • Men: dress pants, button down shirts, polo shirts (with a collar) and blazers
    • Dress not permitted: Anything that is see-through, short, tight or shows too much skin, flip-flops, tennis shoes and jeans that are too loose fitting, ripped or faded. Teacher candidates must also follow the dress code of teachers at the school site.

Resources

Faculty Supervisor Training

Professional Dispositions

Learner Goals

InTASC Standard Observation Worksheet
The InTASC Standard Observation is an optional worksheet that can be used by the Faculty Supervisor or Cooperating Teacher to track progress of the Teacher Candidate with guided questions by standard area. This can be used in a site visit or post conference.

Post Observation Form
The Post Observation Form is an optional worksheet that can be used by the Faculty Supervisor or Cooperating Teacher to document the Post-Observation Conference. This includes space for each participant to identify strengths and weaknesses as well as goals for future development. 

Faculty Supervisor Handbooks

Faculty Single Placement Student Teaching Manual

Faculty Dual Placement Student Teaching Manual 

Video Conferencing

What is video conferencing?
Video conferencing is the use of multimedia to communicate between two locations through recorded or two-way video.

What criteria are used to evaluate the Teacher Candidate?
Each Teacher Candidate is formally assessed a minimum of four times throughout the clinical practice experience. If the teacher candidate and the supervisor have been assigned to use video conferencing these formal assessments will be conducted through the use of a media. The GCU Faculty Supervisor and Cooperating Teacher work collaboratively to complete formal and informal evaluations throughout the capstone experience. Together, they use the Teacher Candidate Collaborative Evaluation Instrument to evaluate SPA-related content knowledge, professional dispositions and InTASC professional standards.

How will the Faculty Supervisor use video conferencing to evaluate the Teacher Candidate?
The Teacher Candidate will need to discuss with the supervisor what technological device he/she will be using for video. Together the teacher candidate and faculty supervisor will decide on a day and time for the video evaluation. The supervisor will watch the video in real time or through a recording and perform the evaluation. Many supervisors will hold a pre-observation meeting with the teacher candidate through video, phone or email. Supervisors will also hold a post-observation meeting with the Teacher Candidate and the Cooperating Teacher. During this meeting the supervisor and cooperating teacher will jointly decide on your scores and may communicate these with the Teacher Candidate. Finally, the supervisor will enter the evaluation into TaskStream.

What are the benefits of video conferencing?
There are many documented benefits of using video for teacher development and reflective practice. The experience of a teacher candidate will be supported through video with close communications with the supervisor on a regular basis. The supervisor will support self-reflections and guide reflective practice. Further benefits of video conferencing include but are not limited to the following:

  • Allows teachers to reflect on their teaching process as a whole
  • Encourages self-reflection and understanding why techniques work
  • Documents teaching progress over time
  • Accumulates a video portfolio of best practices

Will the Teacher Candidate ever meet the Faculty Supervisor?
If the supervisor is going to be using video conferencing he/she will not need to travel to your site location. However, the supervisor will meet with the Teacher Candidate via phone and email. This usually happens either before the start of the student teaching experience or shortly thereafter. The supervisor will communicate regularly with the Teacher Candidate via phone, email or video conferencing technology; however will not meet in person.

Will the video be secure?
The Teacher Candidate and Faculty Supervisor will ensure that the video is secure and not available to the public. The Faculty Supervisor will be able to assist with this.

Does the Teacher Candidate need to collect permission slips?
The Teacher Candidate can speak with the cooperating teacher about the process of using video in the classroom. Most likely the Teacher Candidate will need to send letters home and collect parent signatures for the video to be performed in class. There is a document in the Student Teacher Handbook for this purpose.

How does the Teacher Candidate proceed if his/her school will not allow him/her to use video in the classroom?
If the school is adamantly opposed to the use of video for the evaluations, GCU will arrange to have a supervisor evaluate you in person.

What does this process look like?
Below is a graphic that will help you visualize the video conferencing process.