Forms may also be found on WebCampus
You are a member of the University of Nevada, Reno College of Education faculty and are a liaison for the Director of Field Experiences in dealing with school personnel where the intern you are supervising is placed. Please introduce yourself to the school principal and other staff on your first visit. The supervisor responsibilities listed below complement the Internship Manual and WebCampus.
You are a guest in the school as is the intern, and your major task is to guide and support the intern, not to evaluate the lead teacher or the school. Please respect the lead teacher's space and ideas while advocating for the intern. Establish a good relationship with the lead teacher and intern so they feel they can come to you for assistance and answers.
As a university supervisor, you must embrace two views of supervision. The traditional view has supervisors watching over, directing and overseeing the intern. In other words, the focus is on the intern's compliance, performance, and inspecting what you expect. The new view of super-vision has supervisors focusing on the intern's growth, facilitating collaboration to improve instructional efforts, promoting collegial relationships, and helping the intern become a reflective practitioner. As a university supervisor you must wear both hats. Balancing these two roles will depend on variables such as the individual needs and the developmental level of the intern, the stage of the internship, and the relationships that are being developed during the internship. University supervisors will undoubtedly identify with one model of supervision over the other but it is essential for university supervisors to switch hats when necessary or as the circumstances dictate.
It is important to contact the intern prior to the beginning of internship. Interns are usually quite anxious at this time and answering their initial questions will help relieve some of their tension. If you are unsure of how to respond, just say you'll get back to them and contact us at firstname.lastname@example.org for assistance.
Regular communication with the intern, lead teacher and the Director of Field Experiences is vital in facilitating a successful internship experience. Make yourself available to your intern for informal phone calls and emails. Encourage the lead teacher to contact you in between your visits or make a habit of emailing them in addition to seeing them each visit. Periodically email the Director with updates. Stay connected.
University supervisors are the eyes and ears of the Director of Field Experiences. You are the person the director counts on to submit the final grade recommendation for the internship so it falls on your shoulders to see that everything is done on time. Think of yourself as the pilot in a sense, of the internship experience. Keep it moving in a positive direction, look out for turbulence, and communicate with the tower when necessary.
The lead teacher and intern will look to you for answers so please review all materials found on this website, the Internship Manual and WebCampus. The items below will complement your review.
The internship is a time when interns have the opportunity to work under the tutelage of an experienced teacher and YOU - an extremely experienced educator! Lead teachers will also benefit from your vast array of knowledge and experiences. We thank you for supporting our intern and representing the Director in the field.
We welcome your questions, comments and suggestions at email@example.com.
Dr. Mary Sedgwick, Director
- What are placement changes?
Placements were approved by the school administrator last semester but they sometimes change without us knowing. This is usually okay. Just be sure the new lead teacher has taught 3 years, was recommended by their administrator, and actually volunteered to have an intern. Please verify the lead teacher assignment and notify the Office of Field Experiences about changes immediately: firstname.lastname@example.org. This can affect the lead teacher's stipend and the intern's grade.
- How are supervisors compensated?
Supervisors will receive a $350 stipend per intern (dual interns complete two internships and are considered as two interns for payroll purposes). Supervisors are also paid mileage.
- Supervisors who continuously supervise for the University of Nevada, Reno with no semester break only: your contracts will be sent to you around mid-semester after all placement information has been verified.
All other supervisors: please complete the hiring information sheet- COE/FX. Once filled out/signed and faxed to our office, we can send send the UNR contract to you to fill out. ALL papers in the contract HAVE to be filled out in order to be processed. Leave no papers unsigned.
- Please follow these below instructions for filling it out. (Do not print or use these forms) Use blue or black ball point ink (no felt tip pens) only to fill out forms. Any other color of pen will result in having the form to be redone which means delay in pay.
- VERY IMPORTANT - We will need a legible copy of items listed on page two of the government form I9. Any correction tape or whiteout is prohibited on this form. NO PO Boxes will be accepted as a mailing address.
- Sexual Harassment Policy
- Mileage Policy
- How does the intern view the supervisor?
The following list is a compilation of positive comments made by interns about their supervisors at the conclusion of their internship assignments. The information may be helpful in determining what actions will most effectively support the professional growth and development of the intern. The supervisor:
- provides the positive encouragement and support needed by the intern,
- makes time available for the intern which includes school visitations, phone conferences, problem solving, etc.,
- follows through;
- speaks often with the intern;
- observes intern five times;
- identifies strengths and areas for growth;
- provides realistic and relevant written and verbal feedback rather than constructive criticism;
- checks reflections journal, lesson plans, and other assignments regularly;
- utilizes current teaching theory and practice;
- is on time and well dressed;
- assists with analysis of teaching and problem-solving;
- serves as enthusiastic and experienced role model and resource person;
- allows latitude for intern to try out ideas and take some risks; and
- respects and supports boundaries, needs, and role of lead teacher without imposing or interfering.
- What are the supervisor's responsibilities?
Your basic responsibilities include:
- Initial Meeting by the end of the first week - this meeting also serves as the lead teacher orientation,
- meeting with lead teacher on every visit
- monitor WebCampus quizzes
- respond to 2 journal entries per week
- check assignments throughout
- 5 formal observations, (2 before midpoint and 3 after midpoint)
- Midpoint Progress Report and conference combined with the 2nd observation,
- Final Evaluation and conference in collaboration with lead teacher during the next to last week of internship, and
- grade recommendation, during the next to last week
- Other meetings as necessary
- In addition, you will initiate meetings with the lead teacher every time you visit. These meetings may include the intern.
- Understanding an intern's circumstances
Interns must pass internship in order to secure a permanent teaching position. This seems straightforward to us but the intern is in an awkward spot. Let's look at this through the intern's eyes. In order to pass internship, they need good evaluations from the lead teacher and the university supervisor. But to secure a position, they need to impress school personnel. Once in awhile interns are reluctant to discuss issues with you because they don't want to jeopardize their evaluation or their chances of securing a position. Sometimes interns just don't want to make waves or are afraid to say anything thinking doing so might come back to haunt them. That's when your detective skills come into play.
If a small problem is not dealt with today - don't bank on it going away. More likely it will turn into a crisis tomorrow. So be nosey and get into their business. Just being a good listener and confidant will help.
- What standards of confidentiality are expected of the supervisor?
The people with whom you may discuss the intern's performance are: the Director, the Field Experiences office manager, the principal or their designee, and the lead teacher.
You may have conversations with the lead teacher or the intern that they request you keep confidential. Of course there may be circumstances that trump confidentiality and in these situations you may speak with the Director, Principal or other individuals as appropriate.
The intern must give their consent for you to share confidential evaluation. Consider this when acting as a reference.
- What should happen at the initial meeting with the lead teacher and the intern?
Schedule an initial meeting with the lead teacher and intern during the first week of internship. If there are two lead teachers, include both in this meeting. If you are supervising other interns at the same school, conduct one initial meeting that includes everyone. Try to accommodate everyone's schedules. Starting the internship this way is like starting your day with a smile!
The initial meeting serves as a personal orientation for the lead teacher. All of you are present because we want you to go over the same information at the same time. This meeting should last about a half hour. Below are a few key talking points from this form so you will be prepared for the initial meeting.
Please print the Procedures for Initial Meeting with Intern form now before you continue reading. You'll want to go back and forth between this form and these talking points (see forms).
While the following sequentially matches the Procedures for Initial Meeting with Intern form, not every item on the form requires further explanation and a couple items on the form are addressed together. If you read through the following items now, then the initial meeting should go smoothly.
- It is so critical that all of you exchange contact information. If something comes up, the three of you will want to be able to reach each other by phone and email.
- Please email email@example.com if there have been any changes in the placement information such as grade level or another lead teacher, etc. If another lead teacher has been assigned, make sure they (a) have at least 3 years of experience and (b) they actually want to have an intern.
- Make sure the intern has one printed copy of the Internship Manual. The lead teacher may want an additional copy. Let the intern know if you want a printed copy before this meeting.
- The Working Evaluation Document (see forms) is aligned with the Internship Evaluation Rubric found in the Internship Manual appendix. The 'working evaluation document' looks much like the final evaluation. You and the lead teacher will use it to record scores, notes, and examples so that when it comes time to complete the final evaluation, it isn't such a big task. Tell the lead teacher you will glance at their copy during each visit to see their notations about the intern's performance.
- The calendar is for the three of you only. This should be a rough sketch of what the internship will look like and should be revised as necessary. For example, you should know when holidays or extended breaks in instruction are scheduled, when standardized tests will occur, when parent conferences held, an overview of the daily and weekly class schedule including class times and locations, and the gradual assumption of teaching responsibilities. The internship assignments and forms are also organized in a timeline for your convenience.
- All of you should become familiar with everything our website. In a meeting with the Director prior to internship, the intern was instructed to give the lead teacher a tour of our website.
- The supervisor and the lead teacher should complete at least 5 formal observations of the intern (duals - repeat for second internship). Please do these separately so that the intern has more feedback. Think of the observation as a cycle: pre-conference, observation, post conference, and monitoring progress. Determine now a schedule for the intern to submit lesson plans to you and the lead teacher (example: one day prior to teaching the lesson). Lesson plans need to be reviewed, feedback given and necessary changes made prior to teaching the lesson. We realize it is not always possible to conference with the intern just before the observation so this may be done by email or phone the day before. The intern will use the Pre-Observation Information for Supervisor form for all formal observations. The supervisor and the lead teacher should observe the intern at least twice before the midpoint and at least three times between the midpoint and the next to last week of internship. Of course the lead teacher will informally observe the intern throughout each day of internship, even when the intern is in full control. Once you complete the observation, conference with the intern as soon as possible. This means the lead teacher may have to teach class while the supervisor and intern meet. The intern will receive copies of the completed Classroom Observation Forms for their Portfolio II.
- Payroll is time sensitive. Stipend information and forms for the lead teacher and supervisor pages are located on their respective web pages. These forms should be submitted to the Office of Field Experiences at this time.
- The intern should have an area in the classroom to work. This does not have to be another teacher's desk but a space sufficient for working and storing materials. Sometimes they have purses or medication that need to be locked up.
- The intern must keep the same schedule as the lead teacher. At a minimum the intern must be at school the full contract day plus any other meetings the lead teacher is required to attend. If the lead teacher comes in early and stays late - so does the intern. If the lead teacher eats lunch in the classroom - so does the intern.
- The intern needs to be professional. This is the area we usually have the most problems with. Every semester we have issues with such things as: gossiping, talking behind the lead teacher's back, crying when receiving feedback, being late, not being prepared, dress, having a tantrum, throwing items, distracting facial piercings, inappropriate written and verbal communication, establishing a good working rapport with the lead teacher/students/parents/other school staff/supervisor, being polite, stretching the truth, dressing/speaking/writing professionally, being punctual, and the list goes on. Yes you can send an intern home to change clothes if they are dressed inappropriately. Please really stress professionalism.
- Interns can only substitute 7 days for their lead teacher (duals may substitute 5 days in each placement). Duals may not save their sub days from one placement and sub extra in the second placement. The total sub days has no bearing on how many teachers interns have. The director may approve additional sub days only in dire circumstances conveyed by the principal AND a satisfactory report from the lead teacher and supervisor. Interns may not sub until the 3rd week of internship (see Internship Manual). Be firm on this.
- We realize interns may need to take time off for illness, family emergencies, a doctor's appointment that they cannot change, etc. That's why we allow 3 absences. These are only used when necessary. If they are unused, the intern doesn't get to finish internship 3 days earlier. Contact the Director immediately to discuss unusual or serious situations that will require more than 3 days (see Internship Manual). The supervisor and lead teacher will decide if the absence will be excused.
- Next to professionalism, problems relating to the intern's lesson planning and preparation rate second on the list of issues each semester. Usually it's not doing lesson plans at all' or 'just doing the bare minimum' or 'not doing them on time.' We can't stress enough the importance of planning and preparation... The three of you need to agree on a format. The intern has some examples from coursework and Portfolio I or your school or district may have a format they prefer. You should never hear an intern say they don't know how to write a lesson plan! Other information can be found on the second page of the Classroom Observation form (see 'forms') and the Internship Manual. Set a reasonable time that the lesson plans are due. Lead teachers are responsible for what is taught in their classroom and MUST review and approve everything the intern teaches. Lesson plans that are done at the last minute or not at all do not provide time for the lead teacher's input and approval nor for the intern to make any suggested changes. Discuss when you want the intern to submit their lesson plans prior to teaching them so that you and/or the lead teacher can review them and make suggestions. If the intern is not prepared, the intern 'should' not be allowed to teach. Enough said.
- Let's talk about the supervisor's visit for a moment. Discuss the Protocol for Supervisor's Visits now. The supervisor and lead teacher should meet for a few minutes during each visit. The intern should receive immediate feedback and this means the lead teacher needs to take over teaching the class. This can be avoided once in awhile by scheduling observations prior to a natural break such as lunch, recess, prep, etc.
- The intern's overall performance, 5 formal observations done independently by the lead teacher and supervisor, the intern's daily performance, the routine communication among the three of you, the daily contact between the lead teacher and intern, and the intern's completion of certain tasks and assignments will inform the intern's evaluation at midpoint and at the end of the internship. None of you should be surprised by the Midpoint Progress Report or the Final Evaluation. That means the supervisor and lead teacher have a good sense of how each other will evaluate the intern and the intern has received immediate and specific feedback about their performance throughout the internship.
- The reflective journal is an opportunity for the intern to confide in the supervisor (see Internship Manual). Typically this infers private communication between the intern and supervisor. The lead teacher has the opportunity to informally meet with the intern throughout each and every school day but several days elapse between the supervisor visits. If the supervisor is concerned about an entry or unsure of how to respond, the intern should know the supervisor 'will' contact the Director We'd like to encourage the journal entries via email - that way supervisors can respond right away.
- Portfolio II is also explained in more detail in the Internship Manual. Basically Portfolio II houses all the evaluation documentation. From time to time the Director will ask for some of these to be turned in and the intern should know this potential exists. Portfolio II does not get turned into - you and the lead teacher evaluate it for completeness Portfolio II may take different shapes: a notebook, file folders, etc.
- Gradual movement toward a minimum of four weeks full control is the third most common issue dealt with. (Dual interns assume full control for 3 weeks in each 10-week internship.) Interns are in an awkward position; they are under the microscope as students and simultaneously as potential employees. As you can imagine, interns sometimes try not to make waves and take on more teaching responsibilities early in the internship. Frankly some interns are simply not ready for this until after the midpoint of internship. Even those interns who appear more ready will benefit from a gradual approach to assuming full control. The intern should begin by taking over small amounts of teaching and planning gradually over a 'several' week period. This internship is not a trial by fire nor should our past experiences necessarily be repeated for the intern. The three of you need to plan for this gradual take over. We don't want to burn the intern out before they have even begun their career. A good rule of thumb is setting the midpoint as the target date for the intern to have taken over half of the school day. They have several weeks to get these weeks of full control in. Discuss the handout now: What do lead teachers do during full control.
- The last item we want to address is dealing with problems. Good communication is essential. A small problem not dealt with today usually turns into a crisis tomorrow. The Internship Manual goes into depth about unsatisfactory performance. Please get in touch with the Director immediately if a problem arises, especially one jeopardizing the satisfactory completion of the internship! The Director doesn't like surprises and, if the internship can be salvaged, will try to make it happen. It is much appreciated when the supervisor and lead teacher resolve certain issues yourselves but the Director will expect a 'FYI' email about the situation, solution, and outcomes. Supervisors are the Director's eyes and ears in the field.
Please become familiar with our website and its contents. With the website and these talking points, you should be ready to discuss everything on the Procedure for Initial Meeting with Intern and Lead Teacher(s) form. Please feel free to contact the Director anytime you feel the need. Thank you for mentoring our intern this semester and we certainly hope this will be a rewarding experience for all of you.
- The working document
Please go to WebCampus and print the "Working Document." This is a user friendly version of the Domains of Professional Competence rubric. The intern's performance may be developing or proficient at the midpoint but the intern is expected to be satisfactory in all domains by the end of internship. The internship is considered a work in progress; thus the working document is used throughout the internship by the lead teacher and supervisor to monitor the intern's progress and complete the Midpoint Progress Report and Final Evaluation. Make sure the lead teacher has a copy and check it on every visit to monitor the intern's performance and progress.
- How should I evaluate the intern?
The intern is evaluated using the Domains of Professional Competence: knowledge of students, knowledge of subject matter and planning, delivery and management of instruction, knowledge of assessment, and professionalism. The Domains of Professional Competence reflect the professional standards for beginning teachers articulated by the Interstate New Teacher Assessment and Support Consortium (INTASC). The Domains of Professional Competence rubric may be viewed in the Internship Manual appendix.
INTASC standards describe what every beginning teacher should know and be able to do. Both formative and summative evaluations are used to ensure interns meet the knowledge, disposition, and performance standards for INTASC.
- How should I handle fluctuations in intern performance?
Most interns will make gradual progress and will perform at the satisfactory level. However, an intern's performance may fluctuate during the internship. If you or the lead teacher is concerned about the intern's performance, a three-way conference should be held immediately to work on areas where growth is required. Interns should be provided an opportunity to improve and receive intensive modeling and assistance. Please note: it is not unusual for interns to move in and out of performance levels as they try new things and gain experience. The evaluation should be based on the overall performance unless one isolated incident is so significant as to warrant immediate action. If the performance is unsatisfactory, notify the director immediately (please see the Internship Manual for more information).
- How should I deal with problems?
Problems that are not addressed typically do not go away - they get worse! The Director is here to help you brainstorm solutions and resolve issues.
The internship is viewed as a continuation of the learning process; therefore, when an intern experiences difficulty in the internship, he or she should receive assistance or intervention. A 3-way conference should be held to discuss the problem and devise an initial intervention that defines strategies and a timeline for remediation. Please impress upon the lead teacher and intern that the effectiveness of an intervention increases when the problem is dealt with early. Good communication is key and written documentation is essential. Please see the Internship Manual for more information regarding unsatisfactory performance. In all cases, the supervisor should inform the Director immediately.
Depending on the issue or if the intern is in jeopardy of failing internship, the Director may write a Performance Improvement Plan.
- How should observation visits be conducted?
The observation cycle is explained in the Internship Manual. You are expected to formally observe the intern five times. Please do so at separate times from the lead teacher. This provides the intern more feedback on their performance and reduces the risk of competition between you and the lead teacher. See the Internship Manual and the forms page for more details. You should observe the intern:
- 2 times between week 3 and midpoint and
- 3 times between midpoint and before the next to last week of internship.
During each observation visit, the supervisor will:
- conduct a pre-observation conference via phone, email or in person just before the observation - see the Pre-Observation Form For Supervisors;
- have a brief meeting with the lead teacher to discuss the interns performance and review their copy of the Working Document;
- conduct the formal observations of the intern using the Classroom Observation Form;
- hold a post-observation conference immediately following the observation, include the lead teacher if possible;
- provide written feedback to the intern and make sure it is placed in Portfolio II;
- monitor assignments for satisfactory completion and sign assignment sheet;
- monitor WebCampus tasks;
- review Portfolio II to make sure contents are up-to-date;
- review all lesson plans;
- respond to intern's self-reflections;
- monitor gradual progression toward full control; and
- make notations on your copy of the Working Document.
- What's due when?
Please follow timeline in Internship Manual and on WebCampus.
- Final Evaluations
The working document is again used to complete the summative evaluation of the intern's performance during the next to last week of internship. You will need the lead teacher's working document to complete the final grade recommendation. If they have kept theirs up-to-date, you may pick it up during the 5th observation. If not, then set a deadline for the lead teacher to call you.
You will average two sets of scores and combine comments on the Final Internship Grade Recommendation - obtained from your working document and the lead teacher's working document.
While the lead teacher and supervisor complete the Working Document separately, it is expected that you have already discussed the intern's performance with each other.
Save the final evaluation on your computer. Then print copies for yourself, the lead teacher and the intern.
In a 3-way conference, the final is discussed and signed by all parties. Sign all copies.
The final internship grade recommendation, bearing original signatures, will be given to the intern. Please make sure the intern puts it in Portfolio II. You and the lead teacher should retain a copy for three years. The Office of Field Experiences purges files at the end of each semester after transferring the scores to a database.
Directly after the final conference, you will complete the final internship grade recommendation summary and submit it online to the Director.
The lead teacher and supervisor provide essential input for the determination of the final grade for internship. The final summary serves as your recommendations to the Director. If the recommendation for the final grade differs significantly between the lead teacher(s) and supervisor, the Director will make the final decision. Interns who successfully complete their internship will receive the grade of "S" (satisfactory).
The intern should be provided ongoing feedback about their performance throughout the internship by both the lead teacher and the university supervisor. Good communication among the intern, lead teacher, and university supervisor is vital. Please set aside a few minutes to speak with the lead teacher during each of your visits to discuss the intern's performance. These are key elements to ensuring a successful internship experience. If these things happen, there should be no surprises when it comes time to completing the final evaluation of the intern.
- You and the lead teacher need to complete the Professional Behavior and Dispositions form. This form should then be filed in Portfolio II.
- Verify that the lead teacher and supervisor evaluations have been completed by all parties. These are confidential submitted online.