AY Temporary Faculty Pool - University Coach; Supervisor), Multiple Subject & Single Subject Teaching Credential

26-27 AY Temporary Faculty Pool
- University Coach (Supervisor), Multiple Subject & Single Subject Teaching Credential Programs

The University Coach (Supervisor) is a faculty member of the Curriculum and Instruction Department, supervising Teacher Credential Candidates for the Multiple Subject and/or Single Subject Credential Programs. The Office of Clinical Practice assigns coaches to Teacher Credential Candidates. As a liaison between the University and the cooperating schools (schools where teaching candidates are placed), coaches are expected to provide culturally responsive, high-quality instruction, mentorship and supervision for pre-service student teachers and/or interns according to the California Teaching Commission and Kremen School of Education and Human Development accreditation requirements.

In turn, they communicate the cooperating schools' suggestions and their needs to the University for improvement of the Multiple Subject or Single Subject Teacher Education Programs.

University Coaches (Supervisors) have the unique opportunity to contribute to the professional growth and development of Teacher Credential Candidates. They should have recent professional and/or teaching experience in an elementary and/or secondary setting where the curriculum aligns with recently adopted state standards and the school reflects the diversity of California's student population and provide evidence of these qualifications. The University Coach (Supervisor) should have current knowledge of supervision approaches that recognize the varied academic backgrounds of future educators such as cognitive coaching, adult learning theory, and current "content-and context-specific" pedagogy and instructional practices.

All University Coaches (Supervisors) will be evaluated by their Teacher Credential Candidate(s) and Mentor Teacher at the end of the semester and will receive regular peer evaluations of their coaching from a faculty member. Evaluation results will be placed in their Faculty Personnel Action File (PAF).

Temporary faculty members are responsible for adherence to and implementation of university and system-wide policies as directed per Academic Policy Manual 306, paragraph
2. Instructors are responsible for the preparation, delivery, conducting, proctoring, and grading (as appropriate) lectures, office hours, homework assignments, quizzes, class projects, and midterm and final exams. All classes must be offered and meet as scheduled throughout the entire semester, in the mode assigned and listed in the schedule of classes (i.e. asynchronous, synchronous, in-person, or hybrid).

Coaches are considered Temporary Faculty members. As such, they are responsible for adhering to and implementing university and system-wide policies as directed by Academic Policy Manual 306, paragraph 2.

Individuals hired as coaches/university supervisors are expected to:

• Meet with Mentor Teachers for an orientation to review course requirements and discuss expectations, roles, and co-teaching during the first two weeks of the semester or after student teaching begins.
  
  Note:
  
  Orientation can occur as a "triad" meeting; a triad meeting involves the Teacher Candidate, Mentor Teacher, and University Coach (Supervisor).
• Make regular visits to the school site to meet with Teacher Candidates, Mentor Teachers, Administrators/designees, or visit/observe Teacher Candidates. Visits include holding small group, individual, or virtual discussions to review pertinent information. University Coaches may enhance communication and contact with teacher candidates (via phone, webinar, online community, etc.).
• Complete (in TK20) a minimum of six formal lesson observations using scripted field notes or an observation rubric based on the California Teacher Performance Expectations (TPEs) to provide formative, action-oriented feedback. At least four formal observations must be in-person (face-to-face); the remaining two may be synchronous/asynchronous video observations. Have a documented debriefing meeting with the candidate after each observation to guide the candidate's reflection on the lesson and provide feedback to support continuous growth and success.
• Be available and maintain communication with the Teacher Candidate and Mentor Teacher throughout the entire semester (as established by the University Calendar) to ensure that the candidate is progressing; provide documented feedback on growth areas.
• Review lesson plans and reflections and provide continuous feedback to the Teacher Candidate throughout the semester.
• Use their experience and knowledge to assist (consult, collaborate) the Teacher Candidate in understanding and applying current teaching methods, related materials, and resources.
• Use effective questioning and coaching strategies to help the Teacher Candidate build confidence and become skillful in continuous self-assessment, self-reflection, and goal setting.
• Discuss and document "areas for improvement" at the first sign of need. Monitor progress and…