AY Temporary Faculty Pool - University Coach; Supervisor): Education Specialist; ES Credential Program

26-27 AY Temporary Faculty Pool
- University Coach (Supervisor):
Education Specialist (ES) Credential Program

The University Coach (Supervisor) is a faculty member of the Literacy, Early, Bilingual, and Special Education Department, but supervises Teacher Credential Candidates for the Education Specialist Credential Program in both the Mild-to-Moderate and Extensive Support Needs credential areas. They are assigned Teacher Credential Candidates by the Office of Clinical Practice. Serving as a liaison between the University and the cooperating schools, they provide the schools and Mentor Teachers with information about the Teacher Credential Candidates and the Education Specialist Credential Program.

In turn, they communicate the cooperating schools' suggestions and their needs to the University for improvement of the Education Specialist Teacher Preparation Program.

Education Specialist University Coaches (Supervisors) should have recent professional and/or teaching experience in a Pre K-12 setting, where the curriculum aligns with recently adopted state standards and the school reflects the diversity of California's student population. The University Coach (Supervisor) should have current knowledge of supervision approaches such as cognitive coaching, adult learning theory, and current "content specific" pedagogy and instructional practices.

All University Coaches (Supervisors) will be evaluated by their Teacher Credential Candidate(s) and the 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. Individuals hired as coaches/university supervisors are expected to:

• Meet with Mentor Teachers for an orientation to go over 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 for the purpose of meeting with Teacher Candidates, Mentor Teachers, Administrators/designee, or visiting/observing Teacher Candidates. Visits include holding small group, individual, or virtual discussions to review pertinent information. University Coaches may enhance communication and contacts 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 of the lesson observations must be in-person, face-to-face; the remaining two may be synchronous/asynchronous video observations. Has a debriefing meeting with the candidate after each observation to guide candidate's reflection on the lesson and provide feedback.
• 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 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 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 contact the Education Specialist Program Coordinator if the "areas for improvement" does not yield expected growth. Reviews the Credential Candidate or Concerns section of the Office of Clinical Practice Handbook to determine if a "Statement of Concern" is warranted.
• Support Candidates in basic needs and emotional and mental health areas (if concerns arise concerned about a candidate's well-being, the Coach is asked to please notify the Education Specialist Program Coordinator). Become familiar with resources available at the Fresno State Student Health and Counseling Center: https://(Use the "Apply for this Job" box below)..html
• Evaluate the Teacher Candidate's Site Visitation Project and/or Teaching Sample Project and schedule time to debrief results with the Teacher Candidate; provide remediation if necessary.
• Formally evaluate (Mid-Semester and Final-Semester Evaluation) the Teacher Candidate during a "triad" meeting at least twice per semester. A triad meeting involves the Teacher Candidate, Mentor Teacher, and…