Clinical Educator Manual Training Materials
TABLE OF CONTENTS
PROFESSIONAL READINESS FOR CHANGE AND THE CHANGE PROCESS 10
THE DIAGNOSTIC PROCESS 13
PRE-DIAGNOSIS CONSIDERATIONS FOR SELECTING
DATA COLLECTION METHODS 17
DIAGNOSIS OF PROFESSIONAL PERFORMANCE USING
VERBATIM DATA 21
DIAGNOSIS OF TEACHING PERFORMANCE USING INTERACTIVE DATA 34
DIAGNOSIS OF WORK PERFORMANCE USING ANECDOTAL DATA 41
POST OBSERVATION CONSIDERATIONS
ANALYSIS OF TEACHER PERFORMANCE DATA 52
The Clinical Educator Program provides quality support for developing professionals in the classroom or other educational environments such as the student services area. The supports offered by this program are critical to retaining educators. Teachers who leave the profession early in their careers do so due to several factors, one of which is lack of support and assistance. Experienced educators have much to offer educators who are new to the profession or those who are working to change their professional practice in some area. The Clinical Educator Program is designed to assist experienced educators as they exercise the very critical task of supporting and mentoring developing professionals in a variety of settings.
The Clinical Educator Training Program is based on two premises:
Developing Professionals at all levels of development can be involved in professional growth activities included in the formative process model.
The Clinical Educator Training Program is designed to provide training for peer coaches and clinical supervisors as well as training for the preparation of the program's trainer cadres.
The program design provides training modules that develop clinical skills for the following: identification of performance standards; diagnosis of professional performance; diagnosis of student performance; feedback on performance; preparation and implementation of professional development plans; and reflection.
The modules included in this program include overview of the professional literature concerning each clinical component of the formative process; guided skill practice activities with trainer feedback on critical skills; and resources for providing developing professionals with support for continuing professional growth. All the modules have threaded through them, techniques, skills, and questions, which the Clinical Educator can use to maintain focus upon the Sunshine State Standards, student learning and achievement, curricular alignment, and other school-specific improvement areas.
The following provides brief descriptions for each of the training modules:
Diagnosis of Developing Professionals' Performance
Diagnosis forms the basis for professional development. This module presents several types of informal and alternative data collection methods for use with developing professionals in a variety of settings, (i.e., group conferences, parent interviews, Child Study Team meetings). In addition, a systematic approach for selecting appropriate data collection methods and strategies for data analysis are addressed in this training module.
Diagnosis of Student Performance Just as diagnosis forms the basis for professional development, it also is fundamental to managing the learning and development of the students in the Developing Professional’s class. This module provides knowledge and skills that would enable the Clinical Educator in assisting the Developing Professional analyze standardized test data about his/her students. While not dealing with skills for analyzing informal/teacher made test data, the activities, nonetheless, will provide an orientation to an individualized learning gain/growth perspective that can serve as a foundation for the Developing Professional.
Feedback: Conferring With Developing Professionals About Performance Within an orientation of attention to the Sunshine State Standards and student achievement, this module presents basic interpersonal communication skills and systematic conference procedures for use in clinical supervision/coaching cycles. The training format engages participants in skill-practice activities and provides opportunities for trainer feedback on the skill practices. Positive models for conducting conferences and simulations used for skill practices are customized to reflect both the student services setting and the regular classroom setting.
Professional Development Plans: Their Design and Implementation This session introduces factors to consider when planning, designing, and implementing professional development plans for professionals at all levels of professional development. In addition, skills useful in assessing the impact of those professional development plans on the individual teacher and his/her students are also provided. The training session includes a case scenario as an extended skill practice of a complete clinical supervision/ peer coaching cycle.
All school district personnel and instructional personnel who supervise or direct teacher preparation students during field experience courses or internships shall have evidence of Clinical Education training. Additionally, the training provided through this manual satisfies one of the options required of all instructors in postsecondary teacher preparation programs who instruct or supervise field experience courses or internships. The Clinical Educator Training series, developed by the Florida Department of Education, meets the training requirements recommended by the Florida Educator Standards Commission for clinical educator training.
For more information on Clinical Educator Training, contact:
Bureau of Educator Recruitment and
Florida Department of Education
325 West Gaines Street, Room 124
Tallahassee, Florida 32399 0400
850/922 9750 or Suncom 292 9750
Terms Several key terms are used throughout the Clinical Educator Training program. While these terms are not new, the terms need to be defined as they relate to our context and purpose. The terms
are an integral part of the program as these terms define the "players" and describe the context of the professional development process. The following are definitions of terms to be used in conjunction with this training program.
The formative process is a cyclical process designed to provide support and assistance in order to facilitate professional growth. This process is viewed as an ongoing process and reciprocal in that the professionals providing and receiving the assistance are working towards professional growth. The components that constitute this process according to the model used in this series are: selecting performance standards, diagnosing professional performance, providing feedback to the professional about performance, planning for the development of professionals, implementing the professional development plan, and reflecting on the process and outcomes.
Clinical Educator Team (CE) The clinical educator team provides the developing professional with support and assistance in initiating and completing programs for professional development. The clinical educator team works with the developing professional as they move through the sequential components of the formative process. Clinical educator teams may include members from one or more of the following settings: university faculty, peer teachers, school administrators, district supervisory personnel, and support team members.
Developing Professionals (DP) Developing professionals are those professionals who have entered the formative process for professional growth. The term developing professional describes professionals at various professional levels. The professional levels included within this designation are as follows: pre-service professionals and professionals at the entry level, personnel at different performance levels (satisfactory to high-performance) who have chosen to enter the formative process for professional growth, and professionals who have been selected to begin the formative process as they are identified as at-risk in terms of their work performance.
Clients Clients of professionals are quite varied. They include students, parents, and other family members. School administrators, interns, student services professionals or school based therapeutic personnel, and community agents are also quite frequently seen as clients of professionals. In short, anyone the professional is likely to interact with in a professional capacity is viewed as a "client" within school settings.
Educator Accomplished Practices (EAP)
Desired teacher behavior has been defined by the State of Florida to be a three-tiered system of 12 professional behavior categories support with a number of sample indicators. The first tier of this system purports to describe desired behaviors of Developing Professionals. Diagnostic tools are available to assist the clinical educator team.
A continuing task of all school-based professionals is the alignment of all student/client functions so that all school functions are working toward the school’s personal and instructional goals. While these goals will vary with the school level (elementary, Pre K, middle, high, etc.), school purpose, and school community, the state and community standards, the defined curriculum, the Developing Professionals’ instructional choices, and the assessment – both standardized and informal must be considered as “areas to be aligned” in each classroom.
Sunshine State Standards (SSS) The Sunshine State Standards are a set of standards to which all educators, classrooms, schools, and districts are held accountable. It is expected that the Standards “drive” all instruction and student support activities related to instruction in the schools of the state.