Universities such as LSU which are members of the Holmes Group are committed to implementing the goals specified in the Holmes Group's report Tomorrow's Teachers:

1. making teaching intellectually sound;
2. creating relevant and intellectually defensible standards of entry into teaching;
3. connecting schools of education to K-12 schools; and
4. making schools better places for practicing teachers to work and learn.

Fifth year teacher education students participate in public school classrooms from the beginning of the program and continually reflect on the pedagogical significance of their experiences. The emphasis on sustained reflection enables students and faculty to

1. make meaningful connections between theory and practice;
2. grow as reflective practitioners committed to life-long learning; and
3. understand teaching as a continual process of inquiry.

1. epistemology (understanding of knowledge and its broad implications for teaching and learning; multiple ways of knowing);
2. schooling and education (historical/philosophical traditions; social/political/economic contexts);
3. content (specific discipline/subject; curriculum decision-making; etc.);
4. teaching (philosophy/approach/methods/values);
5. learning and learners (mainstreamed/non-mainstreamed; development; etc.);
6. research (assumptions about knowledge; modes of inquiry; research/practice relationship; etc.); and
7. profession (ethics; policy issues; professional renewal; etc.).

Practica experiences for the Holmes fifth year play an integral role in LSU's Teacher Education Program, which has as its goal a program that is academically and professionally solid and integrated.  Clinical experiences---extensive and diverse, continuous throughout the program, and multi-cultural in setting  --- are integrated into both the professional course of study at the University and the instructional program of public schools. The focus is relating theory to practice and practice to theory by directly and immediately connecting graduate level course work to practice in the field, by conducting and utilizing research in the field to solve immediate teaching/learning problems in the classroom, and by reflecting continuously on theory in relation to practice. Students experience problems of teaching in schools in ways which are simultaneously theoretical and practical or field-based. Emphasis is on collaboration, characterized by close and intense dialogue among peers, public school teachers, and University clinical and graduate faculty members.

Practica are set in Professional Development Schools which serve as centers for collaboration, reflective teaching, and applied research. Theses are "regular schools" where teachers, administrators, and professors collaborate in providing prospective teachers practical yet thought-provoking experiences. The clinical experiences program centers on small, adult learning communities which include pairs of fifth year students, Professional Development School teachers, and University Clinical Faculty and Graduate Faculty Mentors. These communities of learners have both learning about and improving curriculum and instruction as their primary goals. Because of this collaboration and support, fifth year students are "emboldened" to confront difficult problems, particularly those involving reaching children not succeeding in today's schools. Future teachers will have had multiple and varied experiences in communities of learning and collaboration before they begin teaching.

The school-based Professional Development School (PDS) faculty team --- a collaborative of teachers (Clinical Adjunct Faculty), the University Clinical Faculty, and the Graduate Faculty Mentor --- plan and guide practica experiences. This collaborative defines the purposes, governance structures, and shared responsibilities necessary for each PDS site to meet its goals. The needs of the cohort, of the peer partner team, and of the individual student drive planning for each semester's experiences. With the linkage of courses in pedagogy to practicum experiences, practica are structured to assess academic and professional strengths and weaknesses, to build upon identified strengths, and to address any weaknesses or gaps. Also, the team creates and adapts experiences to the particular needs of the school, of the classroom, and of each child. Thus, practica experiences are individualized according to the needs, interests, and talents of those involved.

This means that there is m rigid standardized schedule of practica experiences. Instead, the schedule and specific expectations are determined cohort by cohort according to the needs of the group and particularly those of each individual student. This is a flexibility mandated by LSU's commitment to individualize clinical experiences to reflect a fifth year student's needs, a PDS teacher's schedule, and the on-going activities in pedagogy- specific course work which at any time will differ from subject area to subject area.

Fifth year practica for Holmes students emphasize knowledge gained in recent decades' research on learning and teaching and the personal application of that knowledge in supported teaching assignments.  LSU's students will know in immediate and vivid ways the problems of the public school classroom and will have the conceptual tools to address effectively these problems.
 
 

Louisiana House Bill 733 states the following as practicum requirements for teacher certification:

That the applicant shall have spent a minimum of 270 clock hours in student teaching with at least 180 of such hours spent in actual teaching. That applicant shall have completed a substantial portion of his 180 hours of actual student teaching on an all-day basis.

The LSU requirements for fifth year students far exceed these state minimum standards. Because clinical experiences during the fifth year program occur throughout two semesters, varied teaching experiences gradually building to full-time teaching will result in far more than the required minimum number of hours.

Specific expectations and requirements will often vary according to the interests and needs of each cohort and individual cohort members/peer partner teams.  Whereas this Handbook provides general guidelines to insure a quality program with a well monitored and regulated progression through the clinical experiences, it does not account for the individual differences in students, in teachers' styles and orientations, and in LSU faculty's sense of what is necessary for successful clinical experiences. Rather than deny or minimize this potential diversity of experience, the College of Education acknowledges and applauds the professional judgement and flexibility the LSU clinical experiences make necessary.
 
 

Louisiana State University has entered into agreements with the East Baton Rouge Parish School System, the West Feliciana Parish School System, and the LSU Laboratory School regarding the clinical experiences of fifth year students. The document entitled "Terms of Agreement" (Appendix A) serves as an official contract between the Louisiana State University College of Education and these school systems, specifically with each designated Professional Development School. Copies of the "Terms of Agreement" are filed with each school system and with each PDS.

This contract delineates responsibilities of all cohort members during clinical experiences and includes descriptions of roles and expectations.

Responsibilities of the Professional Development School

The Professional Development School (PDS) retains legal responsibility for the safety and welfare of the students. It also has the responsibility of insuring that the Teaching Intern (TI), in addition to the Clinical Adjunct Faculty (PDS teacher), understands and follows school system/school policies. The placement of Tls in a classroom does not relieve the Clinical Adjunct Faculty or the PDS of the ultimate responsibility for the operation of the classroom. The PDS shall not use the TI as a substitute teacher during scheduled clinical experiences.

Responsibilities of the Clinical Adjunct Faculty

a.  to insure the safety and welfare of pupils;
b.  to insure, that the pupils receive adequate instruction;
c.  to collaborate with other members of the faculty team in planning educational experiences for each TI/Peer Partner team;
d.  to collaborate with the TI/Peer Partner team and other members of the faculty team in planning and conducting an educational program that will benefit the pupils;
e.  to provide adequate direction and varied educational experiences for the IT's;
f.  to provide, after a preliminary period of observation and participation, increasing amounts of teaching responsibilities for each TI as he/she develops ability and self-confidence;
g.  to determine the extent to which each TI is able to perform assigned duties relative to the health, safety, and education of the pupils;
h.  to contact other members of the faculty team and/or the Coordinator of Clinical Experiences whenever a problem arises;
i.  to collaborate with the 71, the Peer Partner, and other members of the faculty team in informal and formal self-evaluation and evaluation processes throughout each practicum; and
j.  to inform theses of all parish policies regarding classroom management.

Responsibilities of the Teaching Intern

a.  to provide his/her own transportation to and from the assigned school(s);
b.  to follow the faculty dress code of the PDS;
c.  to arrange his/her schedule so that there will be no conflict with meetings and conferences;
d.  to collaborate with the Peer Partner and the faculty team in planning and  conducting an educational program that will benefit the pupils;
e.  to prepare adequately for duties assigned by the faculty team;
f.  to request supervisory assistance from the faculty team when assigned teaching activities may present an element of risk to the pupils or result  in uncertainty as to how to proceed;
g.  to participate in those professional activities expected of the Clinical Adjunct Faculty, provided such activities do not conflict with scheduled requirements of the College of Education;
h.  to collaborate with the Peer Partner and the faculty team in informal and  formal self-evaluation and evaluation processes throughout each practicum;
i.  to teach a minimum of 180 hours throughout the two semesters, devoting  a substantial portion to full-day teaching responsibilities; and
j.  to handle the discipline of pupils with the guidance and consent of the Clinical Adjunct Faculty.
 (Under no circumstances will the TI administer corporal punishment.)

Responsibilities of the Clinical Faculty

a. to act as a liaison between the PDS and the College of Education;
b. to collaborate with the Peer Partner team and other members of the faculty team in planning and conducting an educational program that will benefit the pupils;
c. to work with the TIs in their assigned schools throughout the clinical experiences, including observing each TI teaching entire lessons;
d. to confer with the TI following each classroom visit/observation;
e. to confer with the Clinical Adjunct Faculty and PDS administrators throughout the practicum, as well as when requested by either the 77, the Clinical Adjunct Faculty, or the school administrators;
f. to confer with the Graduate Faculty Mentor throughout the practicum;
g. to guide each TI in conducting research in the classroom;
h. to collaborate with the TI, the Peer Partner, and other members of the faculty team in informal and formal self-evaluation and evaluation processes throughout each practicum; and
i. to meet regularly with TIs and/or Clinical Adjunct faculty as a group.

Clinical experiences will vary by cohort and by TI/Peer Partner team throughout each practicum, according to the program planned by the faculty team. Experiences will allow each TI to assume increasingly more instructional responsibility for increasingly more students.

Each clinical experiences practicum consists of three components: observation, participation, and teaching.

Observation

"Observation" is defined as watching a teaching-learning situation. Areas for observation include not only the assigned class(es) and assigned PDS, but also other classes and related areas/activities and other schools.

Outside observations will be scheduled throughout both practica and directed by guidelines based on the particular needs of the TI/Peer Partner team and those of the cohort.  The observations will be discussed by the various cohort members to allow the TI to profit fully from the teaching and the observation experience. Clinical Adjunct Faculty and/or Clinical Faculty will schedule observations for the TI, most of which should be for an entire class period/activity. The TI should not go unannounced for an observation.

Suggested areas for outside observations:

a. in the assigned PDS, different teachers in the same curriculum area;
b. in the assigned PDS, in the following area(s):

other curriculum areas,
athletic/fine arts events,
student clubs/government,
main office;

c. in school settings other than the assigned school, in the same curriculum area/grade level;
d. in school settings other than the assigned school, in the same curriculum area/different grade level;
e. in such settings as the following:

magnet schools,
private or parochial schools,
gifted and talented programs.

Participation

"Participation" is defined as performing any phase of a teacher's duty EXCEPT direct teaching.  Participation should be related to the improvement of the educational environment (routine housekeeping, planning instruction, sharing duty with the Clinical Adjunct Faculty, participating as one of the students in the class, attending meetings).

Teaching

"Teaching" is defined as assuming the responsibility of instruction. Although the TI's ultimate goal is to assume full responsibility for classroom instruction (planning, instructing, disciplining, evaluating), teaching should not be restricted to a full-class setting.  A variety of approaches (allowing the TI to use the Clinical Adjunct Faculty's plans to teach an individual or small group, allowing the TI to tutor students from the assigned class, allowing the TI to work with a small group while the Clinical Adjunct Faculty/Peer Partner works with the rest of the class, allowing the TI to team-teach with the Clinical Adjunct Faculty and/or the Peer Partner) will not only allow the TI to assume full responsibility gradually but will also enrich the clinical experience.

Documentation of Hours

The Louisiana State Department of Education requires for certification an accounting of the hours accrued in observation, participation, and teaching. Each TI must keep an accurate record of total time spent in each activity. The "Teaching Intern Log" (Appendix B) provides an efficient method of computing daily/weekly time spent in each activity. The "Report on Hours" (Appendix C) must be submitted for certification purposes with each semester's end report/evaluation to the Coordinator of Clinical Experiences.

The Orientation Period: The August Experience

The "August Experience" allows TIs to become oriented to the school environment. Attending PDS faculty/departmental meetings, as well as assisting Clinical Adjunct Faculty in preparing for the arrival of students, will allow TIs to become familiar with the classroom, the students, and the Clinical Adjunct Faculty's methods and procedures. TIs should observe and participate actively assuming varied teaching duties (calling roll, directing independent work, writing on the chalkboard/overhead, performing routine housekeeping duties, aiding with small group work, "bit" teaching, etc.).

The TI should seek such information as the school schedule, subjects taught, and textbooks and other materials presently used. The TI should also request a copy of the school handbook to become familiar with the PDS's existing philosophy and objectives.

Prior to the August Experience, the faculty team will share with TIs cohort expectations for this orientation period, including questions to consider and reflect upon in individual documentation of the experience. TIs will share their reflections in subsequent cohort discussions.

The TI should not at this time assume full teaching responsibilities. Instead, course work and cohort discussions prior to, during, and following the August Experience will support the gradual move to such responsibilities. The timing of this move will also depend in part on the skills and aptitudes of each TI and will be determined by the faculty team.

In preparation for the initial contact with Clinical Adjunct Faculty, the TI should complete the "Biographical Data/Autobiography" (Appendix D) and give the original to the Clinical Adjunct Faculty. Copies should be given to the Clinical Faculty and to the Coordinator of Clinical Experiences.

Planning

Teaching during each practicum semester requires advance and on-going planning by the TI/Peer Partner team and the faculty team. This planning should not only relate to semester/weekly/daily plans, but also to the scheduling of specific classes to be taught by the TI/Peer Partner team. At the beginning of each semester, Clinical Faculty will submit to the Coordinator of Clinical Experiences a "Proposed Plan for Practicum Experiences" (Appendix E) for each TI.

Planning should at first be a cooperative venture by the TI/Peer Partner team and faculty team to insure understanding and ability. At the beginning of the semester, the Clinical Adjunct Faculty should share with the TIs sample plans (daily, unit, semester, year), instructional materials, and sample evaluation instruments. To benefit fully from the experience of the Clinical Adjunct Faculty throughout each practicum, the TI must regularly discuss and demonstrate plans for instruction with the Clinical Adjunct Faculty prior to instruction, including evidence of reflection on past lessons taught. Evidence of systematic planning should also be made available to the Clinical Faculty and the Graduate Faculty Mentor. The TI is encouraged to profit from, and incorporate as appropriate, suggestions from the Peer Partner and the faculty team.

As skills in planning become evident, the TI should be given greater responsibility for this area of teaching.

Instructional materials for planning (textbooks, teachers' manuals, instructional kits, filmstrips, recordings) are available to the TI in the LSU Instructional Materials Center (IMC), housed in the basement of Middleton Library.

Length of the Clinical Experiences Day

The work day for the TI will vary throughout each semester: some partial or half-days, some full days. During the fall semester practicum, the TI will generally be expected to be on assignment at the beginning of the school day for PDS faculty. During the spring semester practicum, clinical experiences schedules can be expected to vary according to cohort and individual needs.

On full days, the work day for the TI will be the same as that of the PDS faculty. When possible, the TI should attend all faculty and professional meetings considered a part of the Clinical Adjunct Faculty's regular work day. With the mutual consent of the faculty team, the TI should participate in extra-curricular activities.

The public school calendar, in addition to the University calendar, will guide the scheduling of clinical experiences.

Due to the length and demands of the TI's day, no student may schedule more than fifteen (15) hours of non-school related work during either practicum semester without prior written permission from the Coordinator of Clinical Experiences. Any employment must not interfere with the practicum or with the class schedule.

Clinical Adjunct Faculty with questions concerning the length of the TI's work day should contact other members of the faculty team or the Coordinator of Clinical Experiences.

Teaching Intern Absences

TIs must assume the same responsibility for absences expected of a regularly employed teacher. Notification of the Clinical Adjunct Faculty and the Clinical Faculty in cases of illness or emergency is required.

Absences from the practicum for reasons other than illness should be for emergencies of a very extreme nature. In all instances, except medical emergencies, prior approval is required when it is necessary for the student to be absent.  After securing approval from the Clinical Adjunct Faculty, the TI must secure permission from the Clinical Faculty, who will discuss the situation with the Graduate Faculty Mentor and the Coordinator of Clinical Experiences.

TIs are encouraged to participate in the spring semester Teacher Recruitment Day, sponsored by the LSU Office of Career Planning and Placement. On that day, representatives of school systems from throughout the United States will be on campus for the purpose of interviewing students for prospective teaching jobs. TIs planning to interview at that time should be released from PDS responsibilities for the day. TIs not participating in Teacher Recruitment Day activities will be expected to report to their PDS as scheduled.

A TI may make up absences during designated make-up days, with the permission of the faculty team. Extended absences must be discussed with the Clinical Faculty, Graduate Faculty Mentor, and Coordinator of Clinical Experiences.

Clinical Adjunct Faculty wishing to include TIs in after-school activities (such as club meetings, field trips, conventions, festivals) at times when they have a scheduled university class or meeting should request in writing permission from the Coordinator of Clinical Experiences in advance. The Coordinator of Clinical Experiences will then consult with other faculty team members concerning the advisability of granting such permission.

Following the above policy will limit absences from clinical experiences and from other scheduled classes to those that are absolutely necessary and to those that will be of most benefit to the student concerned.

Clinical Adjunct Faculty who encounter problems with attendance of a TI should immediately contact other members of the facility team or the Coordinator of Clinical Experiences.
 
 

Evaluation of the Teaching Intern

The TI will receive feedback throughout the semester from the faculty team and the Peer Partner. Informal verbal and written dialogues with the TI noting strengths and weaknesses, with specific suggestions for improvement, provide daily feedback from the Clinical Adjunct Faculty and frequent feedback from the Clinical Faculty and the Graduate Faculty Mentor. The primary focus of these dialogues is to encourage and support the TI in reflecting upon his/her own teaching.

Formal documentation of growth will occur twice during each practicum semester: once at midsemester and once at the end of the semester. This documentation varies in intent and form to allow for as much guidance, self-reflection, and change as possible. The Coordinator of Clinical Experiences will retain all original completed forms. A copy of the final spring semester documentation will be filed with the LSU Career Planning and Placement Office; a copy of the "Report on Hours" will be filed with the College of Education Office of Student Services.

Midsemester of the Fall Practicum

The form for midsemester of the fall practicum is entitled "Midterm Formative Self- Evaluation and Feedback" (Appendix F).  Each TI will respond in writing to specified prompts intended to encourage reflection upon the first half of the semester and to set goals for the remainder of the semester. The TI will then share copies of this self- evaluation with the Peer Partner and each member of the faculty team. These cohort team members will provide feedback addressing both the TI's self-evaluation and their own observations and suggestions regarding the TI's growth.

The TI is responsible for collecting and submitting originals of the self-evaluation and all responses to the Coordinator of Clinical Experiences by the date specified. The TI will also provide a copy of all responses to each member of the faculty team.

 A faculty team member who disagrees with the TI's self-assessment and/or feels that the TI is not making satisfactory progress in practicum experiences should call a meeting of all faculty team members to address whatever issues or concerns are raised.  Then, a meeting of the faculty team and the TI to discuss these concerns and issues should be called, with the Clinical Faculty sending a report of this conference, including specific reservations and/or conditions the TI must effectively address, to the Coordinator of Clinical Experiences.

End of the Fall Practicum

The form for the end of the fall practicum is entitled "Mid-year Clinical Experiences Report" (Appendix G). The faculty team will discuss the TI's achievements and make recommendations for the spring practicum, with the Clinical Faculty drafting and sharing a report of this discussion with all faculty team members. Upon final agreement regarding the report and assigned grade of PASS/FAIL, the Clinical Faculty will finalize the form. The Clinical Faculty will then submit the original of the finalized form to the Coordinator of Clinical Experiences by the date specified, and copies to all faculty team members.

Should the faculty team disagree on the PASS/FAIL grade, the Graduate Faculty Mentor and the Coordinator of Clinical Experiences will review the evidences of teaching performance and render an opinion.

The Office of Clinical Experiences will mail a copy of the completed report to the TI, who will be required to discuss the contents of the report with the Clinical Faculty at the beginning of the spring semester.

Teaching interns may elect to have their own written reflections upon the report appended to it and filed in the Office of Clinical Experiences.

A copy of the first semester report (and any written reflections) will be given to the Clinical Adjunct Faculty to whom the TI is assigned for the spring semester.

Midsemester of the Spring Practicum

The form for the midsemester of the spring practicum is entitled "Midterm Report" (Appendix H).  Based on the faculty team's discussion of the TI's growth during the second semester, the Clinical Faculty will draft answers to specified questions regarding a description of the TI's teaching situation and the TI's strengths and Weaknesses.

Upon obtaining required signatures on the finalized report, the Clinical Faculty will submit the original completed report to the Coordinator of Clinical Experiences by the date specified.

End of the Spring Practicum

The form for the end of the spring practicum is entitled "Spring Self-Evaluation" (Appendix I).  Each TI will respond in writing to prompts intended to encourage reflection upon and self-evaluation of growth as a Holmes Teaching Intern/beginning teacher, as well as of potential for success as a teacher leader.  Self-evaluations should reflect high yet reasonable expectations at this point in development.

TIs should use fall and spring practica notes and journals to provide specifics for support of the self-evaluation.  They should also consult faculty team members for suggestions.

The TI will distribute copies of the self-evaluation to the faculty team and will obtain their signatures on the original form, signifying their general agreement with the self-evaluation.  At this point, Clinical Faculty will assign a grade of "PASS" or "FAIL," as agreed upon by the faculty team.  The TI is responsible for submitting the original form and self-evaluation, complete with all required signatures, to the Coordinator of Clinical Experiences by the date specified.   The self-evaluation becomes a part of the student's permanent records.

Faculty team members may write responses to the self-evaluation, attaching these to the original before signing the form and distributing copies to the TI and other faculty team members.  A faculty team member who disagrees in great degree with the TI's self-assessment and/or feels that the TI has not made satisfactory progress in practicum experiences should call a meeting of all faculty team members to address whatever issues or concerns are raised.  Then, a meeting of the faculty team and the TI to discuss these concerns and issues should be called, with the Clinical Faculty member sending a report of this conference to the Coordinator of Clinical Experiences.

Should the faculty team disagree on the PASS/FAIL grade, the Graduate Faculty Mentor and the Coordinator of Clinical Experiences will review the evidences of teaching performance and render an opinion.

Meaning of PASS/FAIL

The "Mid-year Clinical Experiences Report" (end of the fall practicum) and the 'Spring Self-Evaluation" (end of the spring practicum) offer two grade choices:

1. "PASS" indicates that the TI has undertaken and completed the practicum experience for that semester in an acceptable manner. The TI will receive five (5) hours of credit each semester, added to the total required for the master's degree but with no quality points allotted; therefore, the grade point average does not change.
2. "FAIL" indicates that the TI has failed in major and consistent ways to perform at a satisfactory level as judged by the faculty team and the Coordinator of Clinical Experiences. In such cases, the Coordinator of Clinical Experiences and the College of Education Associate Dean of Teacher Education will consult with all faculty team members and will then set the conditions necessary for successful completion of practicum requirements.

Transfer

In rare exceptions, transferring a Teaching Intern/Peer Partner team will be considered. This may occur under the following conditions:

1. Either the TI/Peer Partner team or the Clinical Adjunct Faculty requests the transfer in writing.
2. The Clinical Faculty/Graduate Faculty Mentor determine that a transfer is advisable.
3. The Clinical Adjunct Faculty cannot meet the responsibilities of the clinical experiences program due to illness or jury duty.
4. A strike (or work stoppage) occurs in the school system.
5. Another Clinical Adjunct Faculty is available and willing to work with the TI/Peer Partner team.

1. Approval of the Coordinator of Clinical Experiences must be obtained.
2. The Coordinator of Clinical Experiences will notify all who are involved, and, if necessary, will arrange a conference including but not limited to the TI and the faculty team.
3. All participants will receive in writing the reasons for the transfer.

Termination

A TI's participation in the practicum may be terminated under the following conditions:

1. The TI violates policies of the participating PDS or school system.
2. The TI violates College of Education policies concerning the practicum.
3. The actions of the TI are clearly detrimental to the welfare of the pupils.

Procedures for termination are as follows:

1. The initiator of the action, either the participating PDS or the College of Education, will present through the Coordinator of Clinical Experiences written charges to the TI.
2. The Coordinator of Clinical Experiences will conduct a hearing, providing all parties concerned an opportunity to be heard.
3. The Coordinator of Clinical Experiences will provide a summary of the hearing to the College of Education Associate Dean of Teacher Education, along with a recommendation.
4. The Associate Dean of Teacher Education and the Dean will make the final decision concerning termination of the TI's practicum.

The Louisiana State Department of Education is the state's certifying agency. Successful completion of all fall and spring clinical experiences and all other required course work, as well as appropriate NTF, scores, presently entitle a student to a Louisiana Type C Teaching Certificate. The certificate will reflect the Master's Degree.

Clinical Experiences staff will distribute and collect applications for certification. When all requirements have been successfully met and fifth year students have submitted required State Department processing fees to the College of Education Office of Student Services, applications will be filed with the State Department.

The Louisiana State Department of Education will mail teaching certificates approximately two months following receipt of applications.

Evaluation of Clinical Adjunct Faculty and Clinical Faculty

TIs will evaluate Clinical Adjunct Faculty and Clinical Faculty at the end of the spring semester practicum. Clinical Adjunct Faculty and Clinical Faculty will evaluate each other. These evaluations will provide Clinical Adjunct Faculty and Clinical Faculty with information concerning their own supervisory practices and effectiveness as seen by those with whom they work.

To insure consistency and fairness, the Coordinator of Clinical Experiences will share evaluation results with the Clinical Adjunct Faculty only after receiving several evaluations. Anonymity of TI evaluations will be insured.

From Student Teaching Handbook

[These requirements for placement of students with classroom teachers are observed in selection of Clinical Adjunct Faculty.]

THE STUDENT TEACHING ASSIGNMENT

Supervisors of student teachers must meet certification requirements as set forth in Bulletin No. 746 of the State Department of Education:

a. a valid Louisiana certificate based upon a college degree in the field of the supervisory agreement;
b. at least three years of successful teaching experience at the level or in the field of the supervisory assignment;
c. a Master's degree from a regionally accredited institution, and successful completion of a course in the supervision of student teaching.
 

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