TABLE OF CONTENTS
Part I: Overview of the Clinical Component: Clinical Experience and Clinical Practice
Part IV: Legal Issues
Center for Teacher Preparation and Partnership Contacts
Professional Studies Building, Room 203A
Hours: 8:30 a.m. – 5:00 p.m., Monday, Tuesday, Thursday, and Friday; 8:30 a.m. – 6:00 p.m., Wednesday
Office Telephone: 201-200-3015, Fax: 201-200-2334
Brandi N. Warren, M.A., Director
Cynthia Vazquez, Assistant Director and Certification Administrator
Jeanne Beckner, Program Assistant
Denise Colon, Administrative Assistant
Mission of the Center for Teacher Preparation and Partnerships
The Center for Teacher Preparation and Partnerships (CTPP) is an administrative service unit within the Deborah Cannon Partridge Wolfe College of Education at New Jersey City University. The center’s mission is to coordinate the development, implementation, and evaluation of the clinical component for all initial professional education programs at NJCU. In the context of the reflective urban practitioner framework, the clinical component is designed to allow education candidates to develop the capability to analyze, reflect on and interpret situations, and set a course of action. The pedagogical premise of the CTPP is that reflective practitioners need to develop the knowledge, skills, and dispositions to help all children learn.
The CTPP establishes and maintains educationally productive relationships and partnerships with local
school districts. The CTPP ensures that the development, delivery, and evaluation of the clinical component is done in collaboration with its P-12 partners, many of whom are members of the Dean’s College of Education Advisory Council (CEAC).
The CTPP endeavors to provide meaningful (field experiences) and continually improve the quality of teacher preparation and partnerships at all levels.
The Clinical Component at NJCU
Art Education Undergraduate
Classroom observation and participation in teaching one full day per week, field experience for 13 weeks, and five days per week for the final two weeks of the semester for a total of 23 days in an art education setting. (ART 1331)
15 week, full-time internship in an art education setting. (ART 469)
Early Childhood P-3 Undergraduate
Classroom observation one full day per week, field experience in an early childhood setting (pre-school, pre-k, or kindergarten). (ECE 331)
Semester internship (15 weeks full-time in 1st, 2nd or 3rd grade) (ECE, 1480)
Early Childhood P-3/Special Education Undergraduate
Classroom observation one full day per week, field experience in an early childhood setting (pre-school, pre-k or kindergarten). (ECE 331)
Semester internship (15 week, full-time) in an early childhood or elementary setting (kindergarten, 1st – 5th grade). (ECE 1480)
Classroom observation one full day per week, field experience in an elementary setting (EDU 331)
15 week, full-time internship in an elementary setting (EDU 480)
Elementary + 5-8 Middle School Content
Classroom observation one full day per week, field experience in an elementary setting (could be in a middle subject setting) (EDU 331)
15 week, full-time internship in an elementary setting (EDU 480)
Classroom observation one full day per week, field experience in a K-12 setting
Semester internship for those seeking to become certified as a teacher of health education in New Jersey, taken in conjunction with a classroom management seminar
Secondary Undergraduate (English, Social Studies, Science, Math, Spanish)
Class observation one full day per week, field experience in a secondary or middle school setting (EDU 331)
15 week, full-time internship in a secondary setting (EDU 480)
Music Education Undergraduate
Classroom observation one full day per week, field experience in a music education setting (EDU 331).
The course provides practical “on site” experience in both observation and teaching, while students study the methods and materials of general elementary classrooms. (MDT 351). The field experience consists of spending eight Wednesdays in a
Full-time internship in a music education setting for 15 weeks (MDT 452) The course is designed to provide “on-site” experience while enrolled in Methods in the Secondary Schools, (MDT 451) which meets once a week after school.
Early Childhood P-3 MAT Graduate
Semester internship (15-week, full-time internship) in an early childhood setting (preschool, kindergarten, 1st, 2nd, or 3rd grade). (ECE, 650).
Early Childhood MAT in P-3/Special Education Graduate
Classroom observation one full day per week, field experience in an early childhood inclusive setting (pre-school, pre-k, or kindergarten.) Depending on previous experience, the practicum may be in a special education or traditional setting. (ECE/SPEC 623)
Semester internship (15-week, full-time internship) in an early childhood inclusive setting (1st,2nd, or 3rd grade. (ECE/SPEC 605)
Elementary & Secondary M.A.T. Program Graduate
Classroom observations and practicum embedded in EDU 694 and EDU 645
15-week, full-time internship in an elementary setting (EDU 655)
20 hours of observation in ESL settings (K-12) One observation/evaluation by University supervisor (MCC 617)
Semester internship (15-week, full time) in an ESL setting (grades K-12). (MCC 660)
Graduate School Nurse Certification Program
Track A (Candidates NOT employed full-time as a school nurse in N.J.)
Track B (Candidates employed full-time as a school nurse in N.J.)
HLTH 643 Graduate School Nurse/ Health Education Practicum
Candidates complete 24 seven-hour days in the school setting, usually two days each week over 14 weeks -– first six weeks with a certified school nurse in the elementary school; last eight weeks in a middle or high school with a certified school nurse and a certified health educator. Candidates complete time in the school health office and the health education classroom. Four practicum seminars (one per month) are also mandatory.
Candidates complete the school nursing component in an online class format led by University faculty that hold a NJ endorsement as a certified school nurse. Candidates are also assigned to work with a certified health educator in their district of employment or a neighboring district. Candidates cannot be paid for time spent with the certified health educator for practicum purposes. Four practicum seminars (one per month)
Teacher Candidate Competencies Evaluated During Clinical Components As Delineated in the (RUP) and TEAC Claims
Framework I. Knowledge Foundation
Framework II. Pedagogical Skills
Framework III. Dispositions for Urban Education
The following districts have special partnership agreements and relationships with NJCU. Representatives from these schools serve on the Dean’s College of Education Advisory Council, and have agreed to support the Reflective Urban Practitioner framework in clinical experience and clinical practice. They share the responsibility for (1) the clinical preparation of new teachers; (2) the continuing professional development of school and college faculty; (3) the support of exemplary practices which result in children’s learning; and (4) the support of research directed at the improvement of teaching and learning. The College of Education supports the concept and model of professional development schools.
Applying for Clinical Experience and Clinical Practice:
CLINICAL EXPERIENCE: A passing score on the PRAXIS Core Academic Skills for Educators (CORE) test is required for all clinical experience candidates. Elementary and secondary teacher candidates must also pass the College of Education writing assessment (TOW&R) prior to clinical experience.
CLINICAL PRACTICE: A passing score on the appropriate Praxis II exam is required prior to clinical practice. Although a clinical practice application may be accepted without a passing score report, a placement request will not be made until documentation of a passing score is received in the CTPP.
Beginning fall 2017 all clinical practice candidates must also pass edTPA.
Candidates must submit all information at one time to the CTPP before registering for clinical experience or clinical practice. The NJCU Career Development Center is available to assist candidates with resumes and other professional documents.
State regulations require that all candidates submit written evidence of their insignificant Mantoux intradermal reaction within one month prior to the beginning of clinical experience. A candidate with a positive reaction to the Mantoux must submit a physician’s report and an evaluation of a chest x-ray.
The CTPP arranges clinical field placements for candidates who are recommended by the department.
Clinical Experience Requirements Summary
Clinical experience candidates are required to have a cumulative GPA of 3.0 or higher, a passing score on the Praxis CORE test, a grade of B- or better in education coursework, and a minimum grade of C in all university undergraduate requirements.
Elementary and secondary education teacher candidates must also have a passing score on the College of Education writing assessment (TOW&R).
Clinical Practice Requirements Summary
Clinical practice candidates are required to have: a cumulative GPA of 3.0 or higher, a passing score on
the appropriate state-licensing Praxis exam, and edTPA registration. Clinical practice candidates must have completed all departmental coursework, pre-requisites, and requirements leading up to the internship with a grade of B- or better.
Clinical practice candidates must pass the edTPA to earn a passing grade for clinical practice.
Clinical practice candidates are required to attend the minimum number of supplemental workshops noted in the teacher candidate folder distributed at the beginning of the semester.
Clinical experience candidates receive a letter grade based on a midterm and a final evaluation
by the cooperating teacher and the clinical supervisor.
Clinical practice candidates are graded by the clinical supervisor, in collaboration with the cooperating teacher. A final grade of pass or fail is assigned based on the edTPA score, two evaluations made by the cooperating teacher, and seven made by the clinical supervisor.
For both clinical experience and clinical practice candidates, evaluations are submitted to the CTPP electronically and are accessible online. Student assignments on Blackboard also contribute to the grade. Supervisors are responsible for the assignment of clinical grades, which are processed through the academic departments. The CTPP is not involved in the assignment or posting of clinical grades.
Teacher candidates must adhere to the calendar set by their placement school, not the NJCU calendar.
Only one absence is excused for clinical experience students. Up to three absences are excused for clinical practice students. Any absences in excess of those noted here must be made up. Candidates are expected to be present each scheduled day of the clinical component unless an emergency situation (such as major illness) occurs.
If a candidate cannot report to the assigned school, he or she must:
Cooperating teachers and clinical supervisors should immediately notify the CTPP of any excessive tardiness or absence.
Clinical Component Information for Candidates in Initial Licensure Programs
Clinical Experience: Description and Purpose
Clinical experience provides opportunities for all qualified initial licensure teacher candidates to observe the interactions between the various personnel of a typical urban school and observe and work with children at varying ages, abilities, and grade levels under the guidance of a cooperating teacher and a clinical supervisor. This two-day-per-week experience also provides a unique opportunity for the cooperating teacher and university supervisor to evaluate the knowledge, skills, and disposition of the candidate seeking certification.
Specifically, the field experience should provide the education candidate an opportunity to:
General Suggestions to Clinical Component Candidates
Candidates are expected to visit the school prior to the first day of the clinical component to meet the cooperating teacher and develop familiarity with the travel route. Candidates should visit the school’s website to obtain pertinent information such as the school schedule, sign-in procedures and parking arrangements, etc.
Candidates are expected to conduct themselves as guests of the school, maintain professional standards, and follow all rules and regulations established for school staff.
Candidates are strongly advised to minimize other responsibilities, specifically those which
involve inflexible time commitments during the clinical component. Due to the time commitment required for phase two of clinical practice, enrollment in courses other than the concurrent seminars is strongly discouraged.
Candidates must follow school dress codes and grooming regulations.
New Jersey State Law prohibits corporal punishment in all schools.
Title 18A, Education of the New Jersey Statutes reads: No person employed or engaged in a school or educational institution, whether public or private, shall inflict or cause to be inflicted, corporal punishment upon a pupil attending such school or institution; but any such person may, within the scope of his/her employment, use and apply such amounts of force as are reasonable and necessary:
Absence of Cooperating Teacher
In the absence of a cooperating teacher, the candidate must report to the assigned school and consult with the school principal about the classroom assignment for that particular day. It is recommended that the candidate remain in the classroom with the substitute teacher, but not for an extended period of time. If a prolonged absence is expected the candidate should be reassigned to another class. The candidate must inform the clinical supervisor when the cooperating teacher is absent.
A teacher candidate cannot function as a substitute teacher in a classroom when the teacher is absent from school.
Clinical Practice: Description and Purpose
This full time, practice teaching semester is the culminating experience in the professional education sequence. Candidates experience professional teaching under the supervision of a classroom teacher (cooperating teacher) and a clinical supervisor and demonstrate the competencies delineated in the Reflective Urban Practitioner Model and TEAC claims. During the experience, the intern is expected to work with the cooperating teacher and university supervisor to develop a systematic plan that will afford the candidate adequate instructional experience.
The student teacher should engage in teaching activities under the guidance of the mentor cooperating teacher and the university supervisor. The intern will assume the same personal and professional responsibilities as the cooperating teacher. The candidate should learn the procedures of the school district regarding the teacher’s responsibilities and should receive specific guidance from the cooperating teacher on how to fulfill these responsibilities.
The intern should be familiar with the total school curriculum, the specific objectives of the school, and the characteristics of the school population and community.
As a learner and as a responsible teacher, the intern is expected to develop a capacity for reflection, critical thinking, and self-evaluation. The ability to evaluate one’s strengths and weaknesses enables one to improve. During this experience, the intern’s role is to discover how individual and professional abilities are used in the teaching profession and reflect on how best to improve his/her teaching skills. Development of this skill set will be measured by edTPA during phase two of clinical practice.
Some Recommendations for Success during the Clinical Component
Examples of Abuses of Professional Ethics by Interns
Suggested Clinical Practice Activity Schedule
Clinical practice is the ideal time for candidates to apply theory to practice. It is impossible, however, for the candidate to engage in all the activities that are facilitated by a teacher or employ all the techniques and strategies that may enrich the candidate’s experience.
The cooperating teacher should plan with the intern a sequence of activities which, in the cooperating
teacher’s judgment, the candidate may benefit from during clinical practice. The activities will vary in form and content according to the grade level, subject area, and developmental learning levels of the children.
Included in this handbook are a wide variety of activities which the cooperating teacher may find useful in planning a program with the candidate. The plan of activities should be outlined during the first week of clinical practice and implemented and modified as circumstances require.
Criteria for a Good Schedule
The suggested activities and weekly time schedule should do the following:
Clinical Practice (Full Semester)
Phase two of clinical practice for all teacher candidates is 15 weeks. The schedule of “Suggested Activities and Recommended Programs” will follow the same general sequence, i.e. starting with observations, gradually incorporating expanded teaching responsibilities, and ending with full-time teaching.
The sequence and timing of responsibility will be based on the individual readiness of each teacher
candidate. Candidate readiness will be determined by the candidate, cooperating teacher, and the
university supervisor and based on teaching performance.
A Sample of One Possible Scheduling Approach
Variations between elementary school placements and secondary school placements are required due to differences in scheduling and programming. The secondary school teacher will frequently meet a larger number of candidates and provide instruction in one or two subjects rather than a complete range of subjects. As the secondary school teacher candidate will be teaching several groups of students, a discussion about what class will be taken over first should be held early in the internship. This provides an initial focus for observation activities, and subsequent planning, prior to actual teaching.
Suggested List of Activities by Week
The first week should be utilized to get acquainted with the school, its personnel, and the students whom the teacher candidate will have in his/her classes. The candidate should:
By the start of the second week the intern should begin to help the cooperating teacher with many teaching duties and tasks of classroom instruction. The candidate should:
The third week may be devoted to:
By the fourth week, the intern should have a reasonable grasp of the total school situation and be fully accepted as a co-teacher with the cooperating teacher. The intern may be expected to:
Fifth Week through Completion of Experience
From the fifth week through completion of the experience the intern should be:
Lesson planning is emphasized as essential for teaching in the candidate’s professional preparation. Teacher candidates must demonstrate the ability to write relevant, detailed lesson plans and teach effectively from them. When an intern assumes responsibility for a class or a subject, he/she should furnish written lesson plans that incorporate the Common Core State Standards and the NJ Professional Standards for Teachers to the cooperating teacher; this should be completed at least two days in advance in order to profit from the feedback of the cooperating teacher.
The University supervisor will evaluate/oversee/supervise the types of plans developed by the candidate and will generally offer suggestions. All plans to be used in the classroom must be approved by the cooperating teacher. Plans are integral in the evaluation of the internship.
When used with a teaching unit, daily lesson plans should indicate:
The intern can benefit greatly from the helpful guidance of an experienced teacher on how to prepare and utilize lesson plans. The candidate may use either the outline for daily plans required in the assigned school district or one suggested by the cooperating teacher. Whatever the outline, the intern will be expected to prepare well written plans.
The Unit Plan or Teaching Unit
The unit plan or teaching unit is a detailed guide for teaching a particular topic or problem for an extended period of time, perhaps several weeks. It contains:
It is highly desirable that teacher candidates develop such a teaching unit and use the unit with a class. Candidates may take units of work available in the school under guidance and adapt them for their classes. The university recognizes that successful use of teaching units depends primarily on the interests, skills, and abilities of the teacher. Although teaching is not based on unit development, the series of daily lesson plans should be kept together to show the direction and scope of classroom work. It is important for candidates to demonstrate the student learning that resulted from their teaching, to analyze this learning, and to make plans for improving learning and instruction.
Information for Cooperating Teachers, University Supervisors, and Principals
Special Case Reports: When it becomes apparent that a clinical student’s performance may hinder their overall success in either clinical component, a Special Case Report may be necessary. A Special Case Report, which is used to document existing weaknesses or concerns, can be completed by a clinical supervisor or cooperating teacher. Reports must be completed and submitted to the CTPP as early in the experience as possible to achieve optimal results. The first time a concern about a candidate’s performance is documented, the CTPP director, department chairperson, and clinical supervisor will meet with the candidate to address the noted challenges and develop a remediation plan.
Supervisory Travel: Supervisors are reimbursed for travel to and from the site of supervision.
Supervisors are reimbursed for tolls and at .575 per mile for travel from either the university or their home, whichever is the shorter distance. Completed travel vouchers must be submitted to the CTPP (Education and Professional Studies Building, Room 203A) at the end of each semester. Travel reimbursements are processed pending receipt of the appropriate paperwork, such as printed directions to verify mileage and all related toll receipts.
Cooperating Teacher Payment: Payment vouchers for cooperating teachers are processed at the end of each semester after all requisite paperwork has been submitted. Payment cannot be issued unless all required evaluations and reports have been submitted.
Full-semester clinical practice: Cooperating teachers receive a stipend of $150.00 and a certificate for 15 professional development hours.
Half-semester clinical practice: Cooperating teachers receive a stipend of $75.00 and a certificate for eight professional development hours. Cooperating school nurses receive a stipend of $50.00, and a certificate for three professional development hours.
Clinical experience: Cooperating teachers receive a stipend of $100.00 for hosting a clinical experience candidate and a certificate for three professional development hours.
The Cooperating Teacher’s Role During Clinical Practice
The cooperating teacher serves as an exemplary teacher and mentor. The role of the cooperating teacher is to model, guide and discuss the challenges that teaching presents, the pleasure and satisfaction gained through successful teaching, the responsibilities of teaching, and the magnitude of the task. The success of the experience depends upon the development of a professional and collaborative relationship between the cooperating teacher and intern.
Cooperating Teacher’s Role in Clinical Experience
Cooperating Teacher Checklist
The Role of the Clinical Supervisor
The clinical component provides the College of Education with an opportunity to assess the knowledge, skills, and dispositions of its candidates. The guidance they receive through observations and feedback from clinical supervisors is critical to their professional development and success. To ensure that all candidates have the appropriate level of support during the clinical component, and in accordance with the New Jersey Department of Education Administrative Code, a minimum number of documented visits are required for Clinical Experience, as well as for both phases of clinical practice.
Clinical Experience: For all University supervisors compensated at the rate of a quarter credit load for each candidate supervised in clinical experience, a minimum of two documented visits are required. An initial informal visit must also be conducted to verify that the placement is suitable. The CTPP should be informed of inappropriate placements as early as possible. The supervisors observe candidates on-site and complete an online mid and final evaluation form. The data gathered from instruments will be aggregated as a critical component of the unit assessment system. Analysis of this data is used to justify ongoing program modification for the purpose of program improvement.
Clinical Practice: For university supervisors who are compensated at the rate of a full credit load to supervise interns, a minimum of seven documented visits (approximately every other week) is required. These visits should occur over the span of clinical practice, and the documentation should provide a basis for formatively assessing candidates’ growth from the beginning to the end of this capstone experience.
The introductory visit should take place as early as the first week but no later than the second week. The summative assessment should take place no later than early in the final week of clinical experience or clinical practice. Confer with the candidate regarding your observation of their work with children and also discuss the candidate’s progress with the cooperating teacher.
Clinical supervisors must also meet with the principal during the semester to introduce themselves and to request a possible observation by the principal. Following each visit, supervisors are to complete and submit an online internship performance assessment form to the CTPP.
During clinical practice, the university supervisor serves as liaison between the CTPP director, the cooperating teacher, the school principal, and the department chairperson and encourages the cooperating teacher and candidate to read the student teaching handbook. As a liaison the supervisor has the following responsibilities:
During the observations, visits should be long enough to permit the supervisor to:
The clinical supervisor bases the final evaluation report on the following criteria:
Suggestions for School Administrators
Clinical interns benefit from meeting with administrators prior to the first day of a field placement. Discussion topics are likely to include:
Outstanding or unusual contributions made by a candidate or irregularities in candidate behavior must be reported to the CTPP.
The Principal’s Role.
The principal plays an integral part in the professional development and success of the intern. The clinical component will be enhanced for all if the principal:
Interns are eligible for the same liability protection by the Board of Education of a public school district as given to classroom teachers employed as regular staff members, according to the following New Jersey Laws of 1967:
CHAPTER 167, LAWS OF 1967 (Assembly Bill No. 244, Approved July 25, 1967).
AN ACT to amend “An act concerning education supplementing Title 18 and repealing sections 18:5-50.2 and 18:5-50.3 of the revised statutes and chapter 311 of the laws of 1938,” approved December 21, 1965 (P.L. 1965, c.205).
BE IT ENACTED by the Senate and General Assembly of the State of NJ:
School Strike Policy
In the event that a strike occurs in a school district where New Jersey City University candidates are
assigned, the candidates will be removed from the school. After informing the appropriate school personnel of CTPP protocol, candidates will report to the CTPP at the university and await further instructions.
Fingerprinting Law (Fingerprinting Chapter 116, P.L. 1986)
Since 1986, the Department of Education requires all new district employees to undergo a background check and to be fingerprinted.
A clinical intern is not an employee of the school district where he/she completes the clinical component. However, all clinical practice candidates must hold a current substitute license. Candidates may apply for their substitute license at a local school district or in a county superintendent’s office. A NJ substitute license holder is employable throughout the State.
All interns placed in a Jersey City Public School for clinical practice will need to hold a substitute license and undergo a physical exam conducted by a JCPS physician. The JCPS department of Human Resources will arrange to process substitute license paperwork on the NJCU campus. There will be no charge for the physical examination.
The following districts require a substitute license for teacher candidates completing clinical experience: Bayonne, Fort Lee, Elizabeth, Jersey City, and West New York.
Reporting Child Abuse in New Jersey
The Department of Child Protection and Permanency (CP&P) is New Jersey's child protection and child welfare agency within the Department of Children and Families. Its mission is to ensure the safety, permanency and well-being of children and to support families. CP&P is responsible for investigating allegations of child abuse and neglect and, if necessary, arranging for the child's protection and the family's treatment.
In New Jersey, any person having reasonable cause to believe that a child has been subjected to abuse or acts of abuse should immediately report this information to the State Central Registry (Child Abuse Hotline) 1-877 NJ ABUSE (1-877-652-2873). If the child is in immediate danger, call 911 as well as 1-877-652-2873. The State Central Registry receives all reports of child abuse and neglect 24-hours a day, 7-days a week. Reports requiring a field response are forwarded to the CP&P Local Office who investigates the matter. Additional information about CP&P, such as contact information for local offices, can be found online by accessing the following site, http://www.nj.gov/dcf/contact/dcpplocal/index.html.
Please note: A concerned caller does not need proof to report an allegation of child abuse and can make the report anonymously.
Harassment, Intimidation and Bullying
New Jersey has been a leader in the establishment of a strong statutory, regulatory, policy and program framework to support the prevention, remediation and reporting of harassment, intimidation and bullying in schools.
School harassment, intimidation and bullying is a significant impediment to effective education and the well-being of youth worldwide. Experts have analyzed the impact of HIB on individual victims, bullies, schools, and on the broader community.
The New Jersey Legislature recognized that bullying in school settings is a growing concern and, therefore, passed the Anti-Bullying Bill of Rights Act (P.L.2010, c.122) in January 2011. The intent of the act is to strengthen standards and procedures for preventing, reporting investigating and responding to incidents of harassment, intimidation and bullying (HIB) in New Jersey’s public schools. To meet the requirements of the act, teachers, educational services professionals, and educational leaders must receive training on harassment, intimation and bullying in school settings beginning with the 2011-2012 school year. N.J.S.A. 18A:37-22(d) requires that instruction on HIB be provided within the professional development cycle, and, additionally, N.J.S.A. 18A:6-112 requires that a component on HIB be incorporated into the existing required suicide prevention training. Documentation on educators’ completion of these requirements will follow the existing State procedures.