GCU Faculty Supervisor Resources

GCU Faculty Supervisor Resources

Roles and Responsibilities

As a role model, mentor, and coach

• Establish and maintain a professional working relationship with the cooperating school. Maintain effective communication with the principal mentor and Office of Field Experience. 

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

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

• Encourage responsibility and creativity in the Internship experience. 

• Keep adequate records on the Principal candidate. 

• Provide knowledge about the assessment instrument and accurate evaluation procedures. 

• Provide knowledge about evaluation procedures. 

• Create and maintain a professional, friendly relationship with the principal candidate and the principal mentor.

As an evaluator

• Schedule meetings with the principal candidate and the principal mentor. 

• In conjunction with the principal mentor, develop a formative (last week of EDA 586A) and summative (last week of EDA 586B) evaluation of the principal candidate using the Internship Evaluation Instrument.

• Participate in a face-to-face meeting or video conference during the eighth week of EDA 586A to discuss the formative evaluation and to discuss the continued implantation of the Internship Plan for the second eight weeks of the Internship. 

• Participate in a face-to-face or video conference meeting with the principal candidate and the principal mentor during the last week of EDA 586B to review the summative evaluation of the principal candidate.

Requirements

• Master's Degree or Doctoral Degree in Educational Administration;
• A valid current administrator certification;
• Minimum of 3-5 years of administrative experience.

Principal Candidate Expectations

Having completed all core coursework in the program, those learners in the MEd in Educational Administration program only are now designated as Principal Candidates. The internship is the culminating experience in the principal candidate's academic program of study. The internship is an exciting, yet challenging, learning experience that places the principal candidate in unfamiliar situations, affords intellectually stimulating activities, and allows for empirical application of concepts and skills learned. These experiences will be offered through scaffolding that includes observation, participating and actually leading activities.

• Complete a part-time 270-hour internship during EDA 586A/B. Note: this is the minimum requirement. Some states may require additional hours (e.g. NJ: 300). 

• Abide by the rules and regulations of the internship site. 

• Evidence the professional dispositions set forth by the College of Education while you are there. 

• Maintain the responsibilities of your coursework, including participation in discussion as appropriate. 

• Contact and coordinate with your GCU faculty supervisor. 

• Develop and implement an Internship Plan based on the data gathered from the ISLLC Self-Assessment with supervision and guidance from the principal mentor. Include a professional position. 

• Meet with the principal mentor and the GCU faculty supervisor in the first two weeks of the Internship to discuss the Internship Plan. 

• Participate in a face-to-face meeting or video conference during the eighth week of EDA 586A to discuss the formative evaluation developed by the principal mentor and GCU faculty supervisor and to discuss the continued implantation of the Internship Plan for the second eight weeks of the Internship. 

• Meet with the principal mentor and the GCU faculty supervisor prior to the eighth week of EDA 586B to discuss the Summative.
  Complete the Internship Activity Log.

• Upload all coursework assessments to the appropriate drop box in the LoudCloud classroom. In addition, upload specific assessments to TaskStream as directed. 

• Finalize organization of the e-Portfolio you have been developing throughout the program.

Resources

GCU Faculty Supervisor Training
Professional Dispositions
Learner Goals

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 Principal Candidate?
Each Principal Candidate is formally assessed a minimum of four times throughout the clinical practice experience. If the principal 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 Principal Candidate?
The Principal Candidate will need to discuss with the supervisor what technological device he/she will be using for video. Together the Principal 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 Principal 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 Principal 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 principal 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 Principal 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 Principal 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 Principal Candidate via phone, email or video conferencing technology; however will not meet in person.

Will the video be secure?
The Principal 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 Principal Candidate need to collect permission slips?
The Principal Candidate can speak with the cooperating teacher about the process of using video in the classroom. Most likely the Principal 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 Principal 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.