Regional Professional Development Schools
Seidel School of Education Clinical Practice Ongoing Updates
Salisbury University’s Seidel School of Education continues to collaborate with its P-12 Professional Development School partners and the Maryland State Department of Education (MSDE) in response to school closures due to the Coronavirus outbreak. As Maryland Public Schools have shifted to virtual instruction and distribution of non-digital resources until April 27th (at this time) considerations have been made to allow teacher candidates and interns to complete course outcomes and graduation requirements separate from state licensure requirements.
SU’s clinical practice coordinator has remained in constant contact with all interns, as well as their mentor teachers, and internship supervisors. The following information has been conveyed to the interns regarding internship expectations during this time:
- All interns will remain with their first experience mentor teachers (second experience for double early childhood and elementary interns) to assist with continuity of instruction for their students in the coming weeks. International interns who returned from abroad will have the opportunity to collaborate with their first experience mentors or continue to work with their mentor teachers at their international school placement (as available).
- Interns are expected to assist their mentor teachers in the delivery of instruction through online and non-digital resources. Interns should be as involved in instructional activities as they would be in face-to-face learning environments. If any interns are unable to do so, they must contact Mr. Gasior in order to make alternative plans to meet internship outcomes, which we are required to report to MSDE.
- Interns should fully participate in online faculty or team meetings, PLC meetings, and other such professional activities when appropriate and encouraged by their schools.
- Interns must maintain weekly contact with their internship supervisors.
- All interns will complete the Google for Education “Certified Educator” Level One course to strengthen their skill set in online learning environments. This is not a graduation requirement, but it will meet the Maryland State Department of Education’s alternative online activity component. Interns may indicate this professional development activity on their 100-Day calendars, even if they are unsuccessful in passing the certification test.
- Interns are encouraged to participate in any professional development opportunities extended to their mentor teachers, as allowed by their school districts. They are asked to document these activities in their Professional Development Trackers and on their 100-Day Calendars. These documents will still be collected at the culmination of the internship.
- Interns should document ALL internship activities during this time, and should share this documentation with their PDS liaisons. While we do not know how MSDE will address the 100-Day Internship requirement, interns will be able to show their involvement in online instruction, Google certification, and other professional development activities.
- Interns should continue to follow the expectation from the Seidel School of Education that they are not to post images of their students on social media platforms.
Teacher Candidates in Foundations and Methods Courses
All clinical practice requirements in methods and foundations courses have been suspended since SU courses will be online for the remainder of the semester. Foundations and methods course instructors are adapting course requirements and assignments to replace clinical practice experiences. Teacher candidates in methods and foundations courses will not be expected to complete clinical practice hours if public schools reopen before the end of the Spring 2020 semester ends.
- Teacher candidates taking methods courses in the fall are encouraged to complete the Methods School Placement form.
- Teacher candidates should continue to follow the expectation from the Seidel School of Education that they are not to post images of their students on social media platforms.
Internship supervisors will continue to support interns in their care, along with their mentor teachers, during this time. Supervisors will receive compensation from Salisbury University for their continued involvement in the professional growth of teacher candidates. The following guidelines have been shared with supervisors via email:
- Supervisors are expected to remain in contact with their interns on a weekly basis, at a minimum. Establishing a routine schedule to communicate via email, call, or meet online with their interns is highly recommended.
- Supervisors are encouraged to ask their interns to share the documentation of their experiences in the design and delivery of online instruction or completion of professional development opportunities with them. This can be done through the use of weekly logs and/or the interns’ Professional Development Trackers.
- Supervisors should oversee alternative intern involvement activities, such as book studies, creation of instructional videos, or other creative activities that focus on professional growth.
- Supervisors must continue to monitor their email accounts for updates from the Seidel School of Education, including guidance regarding upcoming mid- and final evaluation conferences.
Mentor teachers who will be co-teaching with Salisbury University interns for the second experience will undoubtedly be approaching the role in different ways. Many mentors will extend their relationship with their interns who were placed with them for the first experience. Regardless, all mentors will be compensated by Salisbury University for their continued involvement in the professional growth of our interns. The following information has been shared with mentors via email:
- Mentors are expected to remain in constant contact with their interns. Crafting a schedule to communicate via email, call, or meet online with their interns outside instructional time is highly recommended.
- Mentors are asked to involve their interns in the design and delivery of online instruction and student assessment as much as possible, just as they would have been doing so in a face-to-face learning environment.
- Mentors should ensure that their interns have access to school and district resources and communication tools in order to stay involved in online instruction and to participate in online meetings and professional development opportunities.
- Mentors are asked to continue to monitor their email accounts for updates from the Seidel School of Education, including guidance regarding upcoming mid- and final evaluation conferences.
If you have any questions about any of this information, you should contact Mr. Paul Gasior (email@example.com) or Ms. Sara Elburn (firstname.lastname@example.org).
The mission of the RPDS is to provide a learning community to improve practice and enhance student achievement in Pre-K-12 public schools. The RPDS provides professional development for classroom teachers and Salisbury University faculty. The Seidel School of Education partners with seven counties to provide preparation for prospective teachers enrolled in early childhood, elementary, secondary and P-12 programs in physical education, music, ESOL and TESOL at Salisbury University.
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