Position Title:

Position Type:

Hiring Range:

The position pays $38/hour

Pay Frequency:

ESSENTIAL DUTIES AND RESPONSIBILITIES

The Field Supervisor reports to the Field Experience Coordinator. The position includes but is not limited to the following responsibilities:

• Represent the SCU teaching credential programs in all communications with Master Teachers:
• Discuss your role in the process of support evaluation and interaction with Master Teachers and teacher candidates throughout the school year
• Clarify/reinforce programs expectations for Master Teachers as needed throughout the year
• Review the compensation for Master Teachers and the process for payment in June through their district office warrant procedure
• Communicate regularly with Master Teachers Coordinators of Field Experiences and Director of Teacher Education regarding teacher candidates professional progress
• Observe document and evaluate teacher candidates professional practices including lesson planning unit design differentiation classroom management assessment of student learning and other practices detailed on the SCU evaluation documents.
• Provide detailed feedback to teacher candidates regarding their performance. During fall quarter visit teacher candidates 4 times for informal observation and discussion. During winter and spring quarters conduct and document 2 informal observations two formal observations and complete two summative evaluations (numerical rating scale and narrative observations) with each teacher candidate.
• Arrange and conduct 3way conferences with the Master Teachers and teacher candidates at the conclusion of fall winter and spring quarters. At the end of fall quarter work with Master Teachers to assess teacher candidates readiness to advance to student teaching; assist teacher candidates in completing appropriate documentation. At the end of winter quarter review summative evaluations and work with Master Teachers to assess teacher candidates suitability to continue in student teaching; assist teacher candidates in completing appropriate documentation. At the end of spring quarter review summative evaluations with Master Teachers and teacher candidates.
• Conduct an introductory meeting with Master Teachers and SCU teacher candidates at the start of the academic year during which you
• Describe the role and responsibilities of the field supervisor including the number of formal and informal observations you will conduct each quarter; clarify the distinctions between the field supervisors responsibilities and the master teachers responsibilities.
• Walk Master Teacher through the teacher candidate handbook and provide an overview of the program and SCUs expectations:Treat teacher candidates as equals and with professional respect.
• Introduce teacher candidates to colleagues/staff/aides/administrative assistants
• Introduce teacher candidates to class
• Establish a designated work area provide keys supplies computer access for teacher candidates
• Share calendar and bulletins weekly
• Involve teacher candidates in daily lessons on a gradual basis
• Inform teacher candidates when they are ready to take on responsibility for teaching each quarter
• Check teacher candidates daily and weekly lesson plans on Friday prior to teaching (not during the lessons) and provide feedback
• Share resources and ideas for lesson/unit plans with teacher candidates
• Provide teacher candidates with constructive suggestions on a daily and weekly basis
• Explain the reasoning and rationale behind your decisions regarding instruction curriculum classroom management student discipline
• Share unit tests and quizzes and provide the rationale behind their construction
• Share standardized test scores formal assessment data and informal documentation of student learning and demonstrated how these data are used to inform instructional decision making and to adapt lessons
• Explain student IEPs with plans of action and 504 plans and offer guidance for working with special education teachers
• Include teacher candidate in at least one IEP meeting and at least one Student Study Team meeting
• Share CELDT scores of identified English Language Learners and explain how to use the CELDT data to adapt instruction
• Support the teacher candidates requirement to visit other classes/cross curricular areas/grade levels at the school site and to spend one week of visitation at another school either within the district or a different district during the fall quarter. Allow teacher candidates to teach lessons practice instructional strategies and engage in other professional activities in the placement classroom as required for SCU course assignments
• Arrange for the student teacher to attend at least one staff meeting one or more parent conference(s) and one relevant school function or activity
• Assist in supporting teacher candidates maintenance of their lesson plan binder log sheet of meetings professional goals and reflections. This binder shall be present at all times at school for review by the Field Supervisor.
• Support teacher candidates with their completion of the Teaching Performance Assessment tasks including securing parent permission forms.
• Demonstrate how to use the current versions of SCUs observation and evaluation forms; discuss suggested timelines for completing the forms for each quarter
• Review policies and procedures regarding the expectations for teacher candidates time commitment at school for reporting absences to Master Teachers and Supervisor and for adhering to the SCU or school district calendar as described in the Teacher Candidate Handbook
• Review/discuss how often master teacher will be in the classroom with teacher candidates. For single subject candidates specify SCUs expectation that the master teacher must leave teacher candidates alone in the classroom during the first week of instruction.
• Meet at least once per month with the Master Teacher to review teacher candidates progress.
• Communicate with Coordinators of Field Experience and Director of Teacher Education regarding any evidence of teacher candidates poor performance concerns about the suitability of the classroom placement or Master Teacher. Assist in the preparation and completion of a Field Experience Performance Plan when necessary.

Describe the role and responsibilities of the Master Teacher including the

• number of formal and information observations to be conducted each quarter
• suggested timelines for teacher candidates assumption of teaching responsibilities
• classes/periods to be used for student teaching in the morning and/or afternoon

GENERAL GUIDELINES

• Recommends initiatives and implements changes to improve quality and services.
• Identifies and determines cause of problems; develops and presents recommendations for improvement of established processes and practices.
• Maintains contact with customers and solicits feedback for improved services.
• Maximizes productivity through use of appropriate tools; planned training and performance initiatives.
• Researches and develops resources that create timely and efficient workflow.
• Prepares progress reports; informs supervisor of project status; and deviation from goals. Ensures completeness accuracy and timeliness of all operational functions.
• Prepares and submits reports as requested and required.
• Develops and implements guidelines to support the functions of the unit.

QUALIFICATIONS

To perform this job successfully an individual must be able to perform each essential duty satisfactorily. The items below are representative of the knowledge skills abilities education and experience required or preferred.

This position requires the ability to effectively establish and maintain cooperative working relationships within a diverse multicultural environment.

1. Knowledge

2. Skills
All field supervisors working with Santa Clara University (SCU) teacher candidates must have significant experience as a teacher or administrator in a K12 school setting including experience observing and evaluating teaching performance.

3. Abilities

4. Education

5. Years of Experience

PHYSICAL DEMANDS

The physical demands described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. In accordance with the Americans with Disabilities Act as amended the California Fair Employment & Housing Act and all other applicable laws SCU provides reasonable accommodations for qualified persons with disabilities. A qualified individual is a person who meets skill experience education or other requirements of the position and who can perform the essential functions of the position with or without reasonable accommodation.

(Examples)

Considerable time is spent at a desk using a computer terminal.
May be required to travel to other buildings on the campus.
May be required to attend conference and training sessions within Bay Area or in or outofstate locations.
May be required to occasionally travel to outside customers venders or suppliers.

WORK ENVIRONMENT

The work environment characteristics described below are representative of those an employee encounters while performing the essential functions of this job.

(Examples)

Typical office and computer lab environment.
Mostly indoor office environment with windows.
Offices with equipment noise.
Offices with frequent interruptions.

EEO Statement

Equal Opportunity/Notice of Nondiscrimination

Santa Clara University is an equal opportunity/equal access/affirmative action employer fully committed to achieving a diverse workforce and complies with all Federal and California State laws regulations and executive orders regarding nondiscrimination and affirmative action. Applications from members of historically underrepresented groups are especially encouraged. For a complete copy of Santa Clara Universitys equal opportunity and nondiscrimination policies see Statement

The health and safety of the University community is a top priority. The University strongly recommends that all employees are fully vaccinated for COVID19 as the vaccination and boosters are safe effective tools that significantly minimize the chances of serious illness and hospitalization. Please contact Human Resources if you have any questions.

Telecommute

Santa Clara University is registered to do business in the following states: California Nevada Oregon Washington Arizona and Illinois. Employees approved to telecommute are required to perform their work within one of these states.

Title IX of the Education Amendments of 1972

Santa Clara University does not discriminate in its employment practices or in its educational programs or activities on the basis of sex/gender and prohibits retaliation against any person opposing discrimination or participating in any discrimination investigation or complaint process internally or externally. Information about Title IX can be found at Information about Section 504 and the ADA Coordinator can be found at Inquiries can also be made to the Assistant Secretary of Education within the Office for Civil Rights (OCR).

Clery Notice of Availability

Santa Clara University annually collects information about campus crimes and other reportable incidents in accordance with the federal Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. To view the Santa Clara University report please go to the Campus Safety Services website . To request a paper copy please call Campus Safety at. The report includes the type of crime venue and number of occurrences.

Americans with Disabilities Act

Santa Clara University affirms its commitment to employ qualified individuals with disabilities within the workplace and to comply with the Americans with Disability Act. All applicants desiring an accommodation should contact the Department of Human Resources andand request to speak to Indu Ahluwalia by phone ator by email at