This section is intended to provide guidance to coordinators, field supervisors, and cooperating teachers working with students in Intern Semester II, the second semester of the Professional Development Sequence (PDS). During this semester, students will have the opportunity to work in general education classrooms serving students in grades 2-5. Students must spend a minimum of two days per week in the classroom over a 12-week period. Three supplementary weeks are available to provide additional teaching opportunities, accommodate development needs of preservice teachers, or enable students to make up absences. In addition, students will take additional coursework that coordinates with their field experience.
Please note: If you were not the coordinator for the cohort for Semester II, you should review the guidelines for Semester I, particularly the pre-semester responsibilities, so that you are aware of the information initially given to coordinators. You should also review the Website information.
I. Pre-Semester Responsibilities
Sample forms for cooperating teachers and interns may be found in Intern II Materials Webpage section in the EC-6 ESL Coordinator and Field Supervisor Handbook.
Review the Coordinators TEA Candidate Record Checklist on COE Field Experiences Wiki
Coordinators should plan to meet with their field supervisors prior to the beginning of the semester with plenty of time to review student placements and expectations of the position, the FS Requirements Checklist, and become familiar with using the resources available on the COE Field Experiences Wiki and Career Services https://education.utexas.edu/about/college-offices/career-services websites.
A. Cooperating Teachers and Principals
Coordinators should review the Recruiting and Placement Timeline for the upcoming semester on the Website: COE Field Experiences Wiki . Follow the placement procedures for the district in which students are to be placed.
It is the coordinator’s responsibility to seek field placements in 2nd - 5th grade classrooms. If there is uncertainty as to whether a coordinator is using all potential placements on a campus, please contact the primary coordinator for that campus prior to attempting to make any placements. Austin ISD and Round Rock ISD schools have UT primary coordinators. See the Coordinator Placement Information Web page to find the Primary Coordinators.
After placements have been confirmed through Austin ISD and Round Rock ISD, UT’s Education Services Office will e-mail coordinators confirmation letter templates to send to cooperating teachers before students arrive in their classrooms.
Coordinators may use the following communications with the cooperating teachers. Additional sample forms for cooperating teachers and interns are found in the Intern II Materials Webpage section in the EC-6 ESL Coordinator and Field Supervisor Handbook.
Program Coordinator’s Communications with Cooperating Teachers
As Cohort Coordinator, I will be available to help you through e-mail _______ and telephone _______. E-mail is the most efficient way for us to communicate, but do not hesitate to telephone me if you have questions or concerns that you would like to discuss. Please leave a voicemail message if I miss your call.
Regarding the Field Supervisor
_______, your intern's field supervisor, is a graduate student with teaching experience working with young students and university training in supervision. You are welcome to e-mail or telephone for assistance or guidance in working with your intern.
Telephone: _______ E-mail: _______
Intern Contact Form
The intern should provide the cooperating teacher with an Intern Contact Form. (See Intern II Materials Webpage in the EC-6 Coordinator and Field Supervisor Handbook). The coordinator will share a copy of the Cooperating Teacher Contact Form provided by the cooperating teacher.
Intern Autobiographical Sketch and Contact Information
The cooperating teacher will receive an autobiographical sketch and emergency contact information from the intern on or before the first day of internship. (See Intern II Materials Webpage in the EC-6 Coordinator and Field Supervisor Handbook.)
Cooperating Teacher Contact Information Form
The cooperating teacher should complete the Word version of the contact form. The cooperating teacher should share the CT Contact Form with the intern, who will share with the Cohort Coordinator and Field Supervisor as directed. (See Intern II Materials Webpage in the EC-6 Coordinator and Field Supervisor Handbook).
Share Yourself
Cooperating teachers should take time to share some information with interns. They would like to know about professional experiences, family, interests, personal goals, etc.
Cooperating Teacher Communications
It is recommended that the coordinator communicate with the cooperating teachers via e-mail on a regular basis throughout the semester.
Cooperating Teacher Conferences with the Intern: Reflective Conversations
Cooperating teachers should read the document entitled “Observing and Planning Effective Conferences with Beginning Teachers.” This observation and conferencing with students information is also included in the Elementary Partner Guidebook and Secondary Partner Guidebook in the Cooperating Teacher section of the COE Field Experiences Wiki.
Field-Based Course Requirements
At the beginning of the semester, program coordinators will provide cooperating teachers with information via e-mail regarding specific field-based course work assigned by the intern’s instructors. Students should seek additional clarification or assistance from the appropriate instructors.
Confidentiality and Code of Ethics
Before arriving on campus, the intern will be informed about the significance of confidentiality in schools. In addition, interns are required to read and sign our Policies and Procedures Checklist, which includes §247.2, the Code of Ethics and Standard Practices for Texas Educators. The forms can be found for the different groups at the Policies Web page.
B. Field Supervisors
Coordinators should arrange a meeting with the field supervisor(s) assigned to the cohort well in advance of the beginning of the semester. Field supervisors should be provided with copies of all materials that will be distributed to interns and their cooperating teachers. Field supervisors must contact cooperating teachers and meet with them prior to their first day on campus. The coordinator should review expectations for initial meetings with cooperating teachers and interns, classroom visits and observations, mid-semester and final evaluations, record keeping and mileage reports. A week-by-week calendar of responsibilities and expectations is often helpful, particularly for new field supervisors. Field supervisors should review the materials in the Coordinator & Field Supervisors section located on COE Field Experiences Wiki. In addition, field supervisors must be provided with information on the MANDATORY professional development sessions given by the Field Experiences and Career Services Office at the beginning of each semester.
Coordinators should provide an overview or refresher for field supervisors on the use of resources and materials located in the Coordinator & Field Supervisors section on the COE Field Experiences Wiki .
Coordinators should also confirm with field supervisors that they have participated in the mentor training and the orientation as required by the Field Experiences Office prior to their first student observation.
Field supervisors may wish to create a notebook with a section for each intern.
Field supervisors are required to provide 2-3 records of informal support through email or text communications to the interns. These will be submitted to each intern Box.
C. Interns
Toward the end of Intern Semester I, coordinators should meet with their interns to ascertain grade level and/or geographic preferences for placements during Intern Semester II. Prior to the beginning of Intern Semester II, coordinators should schedule a meeting with their interns to review policies and procedures for the semester. At this meeting, coordinators should review the Policies and Procedures document at Policies .
Students signed these forms prior to Intern Semester I. The signed forms are kept in the Education Services Office files. In addition, coordinators should also obtain contact information for each student, determine if any absences will be required due to religious observances, and inquire about any individual circumstances or needs. Interns should be advised as to whom to contact in the event of an emergency or absence.
Interns should be advised not to contact their cooperating teachers regarding their field placements prior to receiving notification to do so from the field supervisor. Interns should never approach a school for a placement. Placement agreements are made between the schools and the coordinators. Interns should also be encouraged to contact the coordinator directly if there are any unresolved questions or concerns regarding the field supervisor and/or cooperating teacher.
Coordinators should provide packets for interns that include a schedule for the semester, ideas for getting to know the school and cooperating teacher, a list of intern and cooperating teacher responsibilities, guidelines for evaluating intern performance, and other pertinent materials required by the College of Education. In addition, it is helpful if interns receive a list of major assignments they will be expected to complete in conjunction with their field placements (e.g., number of lessons or units to be taught, individual tutoring, student assessments, case studies).
D. Professional Development Sequence Instructors
Coordinators should contact all of the instructors working with their cohort to schedule a mutually convenient meeting time a couple of weeks prior to the start of the semester. Faculty should be encouraged to bring their syllabi and any additional pertinent information to this meeting. Coordinators should facilitate, ensuring that everyone has an opportunity to share their goals and objectives for the interns. This meeting also provides an opportunity for instructors to review requirements that interns will be expected to complete in their field placements, due dates for major assignments, and other information about their courses. Given the intensity of Intern Semester II, every effort should be made to avoid scheduling conflicts and to ensure that due dates for assignments are distributed over the course of the semester. Field supervisors should share course requirements that involve special conditions (e.g., tutoring, taping, testing, case studies) with the cooperating teachers at the beginning of the semester. Permission forms for student intern filming of children or permission forms for other course requirements during internships can be found in the COE Field Experiences Wiki in the Coordinator and Field Supervisor section (within the Coordinator and Field Supervisor Handbook go to the Materials Webpage).
It is imperative that the instructor of School Organization and Classroom Management (EDC 331E) understands that the field experience component is attached to that course, and that failure to satisfy the requirements of the field placement may result in failure of the course. The instructor and the coordinator should communicate clearly at the end of the semester to ensure that each student has completed the field experience successfully. The course grade for EDC 331E can only be turned in if the field experience requirement is met.
The cohort coordinator, in conjunction with the PDS instructors, should determine that every student is proficient in oral and written language and should refer students who are not proficient for remediation. Student performance in the PDS and proficiency in oral and written language will be reviewed by the relevant college committee. Guidelines established by the committee are available through the Department of Curriculum and Instruction and are provided in the Procedures for Oral Language and Written Communication Proficiency Web page, which can be found on the main page of the EC-6 ESL Coordinator & Field Supervisor Handbook.
PDS instructors should review the curriculum objectives to be taught in each course as they align with the TEKS, STAAR, and the domains of the TExES. This information can be obtained through the Department of Curriculum and Instruction and on the COE Wiki under the Coordinator and Field Supervisor Resources webpage. PDS instructors should also be aware of their responsibility to address the technology competencies, ELPS, and PK Guidelines within their course.
E. Field Experiences Office (Education Services)
The office typically holds a meeting at the beginning of the fall semester to discuss field supervisor responsibilities. Coordinators are also encouraged to attend this meeting. Required forms are available in the office and may be collected prior to the beginning of the semester. Coordinators should not hesitate to contact the office if questions arise or to clarify any concerns about field placements with the program coordinator.
II. During Semester Responsibilities
A. Cooperating Teachers and Principals
It is the coordinator’s responsibility to resolve any problems that arise. Coordinators should always be available to campus personnel for questions or concerns. Coordinators should visit each campus at least once or twice during the semester to keep the lines of communication open. Close connection with campus principals is essential for longstanding positive relationships.
B. Field Supervisors
Coordinators should maintain regular contact with the field supervisor(s). Weekly contact in person or via phone or e-mail is strongly encouraged. Field supervisors should be advised to contact the coordinator immediately should interns experience difficulty with meeting minimum expectations or if problems with placements occur. The coordinator should ensure that field supervisors fulfill the requirements for observations and supervision as established in the week-by-week calendar. The coordinator and field supervisors should schedule a time to meet with the interns at least once per month during the semester. This can often be accomplished at a brown bag lunch on a day the interns are on campus.
Coordinators must ensure that field supervisors conduct mid-semester and final evaluations in a timely fashion.
C. Interns
It is the coordinator’s responsibility to monitor all Intern Semester II requirements. Should problems with placements arise, the intern should contact the coordinator and every effort should be made to resolve the difficulty. Placement changes should be kept to a minimum, but may at times be necessary to provide the intern with an appropriate model or to avoid serious personality conflicts. In addition, the coordinator may need to mediate conflicts between the intern and the field supervisor. If students experience significant difficulty meeting expectations, the coordinator may need to develop an Individualized Performance Plan (IPP) with the field supervisor, cooperating teacher and intern. The director of Field Experiences should be notified and must review a copy of the IPP. (The IPP form can be found on the Assessments Web page, which is located on the main page of the EC-6 Coordinator & Field Supervisors Handbook.)
The coordinator and field supervisors should schedule a time to meet with the interns at least once per month during the semester, possibly a brown bag lunch when the interns are on campus. The coordinator should meet with the interns mid-semester to ascertain their preferences regarding final semester student teaching placements.
D. Professional Development Sequence Instructors
Coordinators are encouraged to contact PDS instructors regularly to maintain communication.
On the rare occasion when an intern experiences severe difficulties with a PDS instructor, the coordinator should attempt to mediate. If mediation is unsuccessful, the intern should be apprised of his/her options for seeking appropriate remedy. The director of Education Services should always be advised of these cases.
E. Field Experiences Office (Education Services)
It is the coordinator’s responsibility to notify the office of any changes in placements or of IPPs developed for individual interns. While field supervisors can provide important documentation, it is inappropriate for them to construct and present the IPP to the intern. Since the IPP may determine whether the student progresses through the program, its design and implementation should be the responsibility of the coordinator. Coordinators are also responsible for attending regularly scheduled meetings and maintaining contact with the Field Experiences Office to ensure that all College of Education requirements are met. Coordinators should not hesitate to contact the office as questions and concerns arise and to clarify any concerns about field placements with the program coordinator. Coordinators must submit a final end-of-semester report to the director of Education Services for any IPP written during the current semester.
III. End-of-Semester Responsibilities
A. Cooperating Teachers and Principals
Coordinators are encouraged to solicit feedback from cooperating teachers and principals on campuses providing placements for interns. Questionnaires can accompany thank-you notes to participating professionals, and might include questions about interns’ preparation, interactions with the field supervisor, and suggestions for improvement.
B. Field Supervisors
Coordinators are responsible for ensuring that field supervisors submit all required paperwork in accordance with timelines established by the Field Experiences Office (see due dates at the End-of-Semester Requirements Web page . In addition, coordinators must complete evaluation forms for each field supervisor and submit the forms to his/her respective department chair.
Coordinators should meet with field supervisors to debrief the current semester and to discuss potential concerns regarding the student teaching semester.
C. Interns
Coordinators are encouraged to solicit feedback from interns regarding the cooperating teacher and field supervisor. Interns may wish to comment on the ability of the cooperating teacher and field supervisor to model appropriate practice, to provide support and feedback for interns, and to meet College of Education requirements.
Coordinators should also inform interns of when information will be made available regarding student teaching placements.
Coordinators should meet with any intern who has an IPP or has failed a course in the PDS. The coordinator, intern, cooperating teacher, and other PDS faculty as appropriate should determine whether or not the intern has satisfied all of the requirements of the IPP. If any IPP requirements were not met or if PDS courses were failed, then the meeting should focus on the student’s options for the following semester.
D. Professional Development Sequence Instructors
If an intern has failed a PDS course or course requirements have been included in an IPP, the coordinator and faculty member must discuss whether or not IPP requirements have been satisfied. The coordinator may also wish to solicit feedback from PDS faculty concerning cohort communication and any concerns about Intern Semester II.
Coordinators should also contact all instructor(s) who will work with their student teachers next semester to ensure successful coordination.
E. Field Experiences Office (Education Services)
The coordinator is responsible for submitting all required paperwork and forms to the office in accordance with established timelines. Mileage reports must be submitted using the electronic format provided by the office. (See Mileage Reimbursement Web page).
In addition, the office should be advised concerning any student who has not successfully satisfied the requirements of Intern Semester II. Options for the subsequent semester should be discussed with the director.
