Mission

The Mission of the Office of Educator Support (OES) at Oklahoma State University is to prepare professional educators who facilitate life-long learning and enrich the quality of life for people in PK-12 schools and other educational settings.

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  Leadership: We prepare candidates who are committed to the belief that professional educators providing quality education are the foundation of a prosperous and democratic society. 

  
  Ethics and Professionalism: We prepare candidates who demonstrate ethical and professional behavior in their interactions with students, families, colleagues, and communities. 

  
  Academics and Professional Roles: We prepare knowledgeable candidates who reflect upon the connections between academic research and their professional roles.

  
  Inclusion: We prepare candidates who believe everyone deserves the opportunity to learn and can learn; candidates possess knowledge, skills, and dispositions to serve as effective professionals who understand and meet the needs of a diverse society. 

   

  Service Orientation and Community Outreach: We prepare candidates who value and engage in service and meaningful involvement with the learners/clients, families, and communities. 

PK-12 Partnerships

OSU envisions the internship as a partnership between the university faculty, candidates, students, mentor teachers and principals. This handbook provides guidelines that will assist all stakeholders in developing and maintaining an atmosphere of communication, collaboration and trust among the members of this partnership.

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  Candidates will be placed in diverse school settings: a variety of socio-economic settings, a variety of geographic settings, and experiences working with diverse groups of students. Previous internship /field experiences will be considered when determining the internship placement.

   

  Data on all field experience and internship placements is maintained by the OES. Initial and Advanced certification programs work directly with the Clinical Experiences Manager to best serve candidates and our partnering school districts with research-based experiences.

   

  OSU is a land-grant institution that cherishes the opportunity to partner with PK-12 schools in the United States and abroad. We value and seek opportunities to collaborate and enhance the various professions that our candidates enter after graduation.

   

  For any questions concerning the policies listed in this handbook, please contact Dr. Kathy Thomas, Clinical Experiences Manager, at 405-744-1088 or kathy.thomas@okstate.edu. 

   

  Mentor Handbook

Roles of Individuals Involved in Internship

The internship is a partnership among the Candidate, the Mentor Teacher, The Principal, and the University Supervisor. To ensure a successful experience, this quartet must develop an atmosphere of communication and trust. The following section describes each person’s role and offers suggestions on establishing and maintaining the relationship. 

• The Mentor Teacher

  To qualify as a mentor teacher, the teacher must:

   

  • Possess a standard certificate for the subject area/grade level in which they are teaching.
  • Possess at least three years of classroom teaching experience in the area in which s/he is certified.
  • Demonstrate knowledge of the curriculum.
  • Demonstrate teacher effectiveness as evidenced by student achievement.
  • Possess knowledge of the basic principles of supervision.
  • Demonstrate qualities of an effective team member.
  • Be a strong collaborator who is comfortable providing both specific praise and constructive feedback to a Candidate.
  • The Mentor Teacher works with the Candidate as a team teacher, gradually giving the Candidate more responsibility for planning and implementing lessons in his or her classroom. Upon receiving the placement, the Candidate is encouraged to visit with the Mentor Teacher, Principal and other faculty members in the Partner School. At this time, the Mentor Teacher may give the Candidate copies of instructional material/school handbook so they can become familiar with the school program before beginning the internship.  All OSU Candidates are evaluated in accordance with the Interstate Teacher Assessment and Support Consortium (InTASC) Standards as well as with standards specific to program areas.

  The Mentor Teacher plays a vital role in the education of the Candidate and is expected to: 

  • Look upon the Candidate as part of the teaching team with gradually increasing responsibility for planning and implementation of lessons.
  • Conference regularly with the Candidate, making sure he/she is free to ask questions and make suggestions, offering feedback on lessons taught, preferably in writing.
  • Encourage the Candidate to reflect each day on class activities asking: “How can I increase student learning?”
  • Schedule a conference with the Candidate during the first days of the internship to clarify the role he/she is expected to assume in the specific context. 
  • Observe the Candidate teaching, complete an assessment of the lesson and discuss the evaluation on a regular basis.
  • Assist the Candidate in developing a professional attitude in all of her/his contacts with the school community.
  • Acknowledge the Candidate as a professional with a need to know regarding special needs students, informing him/her of all special needs students with whom she/he will be working and making IEPs available.
  • Clarify the Candidate’s responsibilities with respect to making lesson plans, securing and organizing appropriate materials and other necessary activities.
  • Work with the Candidate to decide together well in advance of the time when a lesson or unit is expected to be taught.
  • Invite the Candidate to attend staff development programs planned for teachers and administrators.
  • Ensure the Candidate is introduced to teaching at a rate appropriate for that Candidate. One possible approach is this three-phase process:

  • • the mentor teacher directly models lesson teaching,
    • the candidate teaches comparable lessons using the mentor teacher and the candidate plans to teach lessons after making the plans available to the mentor teacher for review and suggestions. (See the seven collaborative teaching strategies below for ways mentor teachers and candidates may work collaboratively as well.)

  • Keep a calendar of the internship, showing the Candidate’s days present and days absent.
  • Plan to be available after each observation by the University Supervisor for conferencing with the Candidate and the University Supervisor. The Candidate and Mentor Teacher should also conference together to complete the mid-term evaluation and the final evaluation.
  • Take the necessary steps to remove the Candidate if work is not satisfactory. Contact the University Supervisor and Kathy Thomas, Coordinator of Clinical Practice, 405-744-1088 or kathy.thomas@okstate.edu, immediately should problems arise.
  • Complete and submit electronically the mid-term and final evaluations of the Candidate. The evaluation link and deadlines will be provided via email.
• The Candidate

  The candidate is part of the teaching team and carries a great deal of responsibility for the ultimate success of the internship. Not just a guest in the school, the Candidate is a pre- professional who will eventually plan and carry out lessons designed to benefit the students. A successful Candidate will:

   

  • Support school policies and personnel, following all school rules and regulations including observing the school calendar and teacher contract hours.
  • Understand that the internship is a full-time job so that daily attendance and preparation reflects the seriousness of this responsibility.
  • Whether enrolled in an on-campus class or in an OSU internship, practicum,  course or activity involving domestic or foreign travel, he/she is responsible for his/her own medical treatment and is liable for his/her own actions. He/she is responsible for health expenses (including insurance) and liability insurance.
  • Investigate what “professionalism” means in the context of the school in which she/he is placed. She/he will dress, speak, write and act professionally each day during internship.
  • Be familiar with and act according to laws dealing with confidentiality, including the Family Educational Rights and Privacy Act of 1974, also known as the Buckley Amendment.
  • Take part in out-of-class school activities such as PTA meetings, school board meetings, faculty and staff development meetings, extra-curricular activities, routine teaching and non-teaching tasks.
  • Test new ideas within the context already established by the Mentor Teacher, making them available to the mentor teacher several days in advance of the lesson.   
  • Develop written lesson plans in advance, sharing them with the Mentor Teacher and discussing them before the lesson begins.
  • Request conferences with the mentor teacher and/or the University Supervisor as needed.
  • Inform the University Supervisor in advance when the Mentor Teacher will be absent on the day of a scheduled observation.
  • Inform the mentor teacher, the program faculty and the University Supervisor of any absences, in advance if at all possible.
  • Be continually involved in self-evaluation through such activities as journaling, examining the goals and outcomes of each instructional activity, reviewing videotapes of classroom activities (after securing necessary parental permission forms), soliciting feedback and seeking immediate answers to problems.
  • Comply with all the rules, policies, and standards of the school that pertain to regular teachers (from substance abuse to dress code, from parking to length of duty day, from classroom management to filing reports, etc.).
• The University Supervisor

  The University Supervisor is a liaison between the Clinical Practice Supervisors between the OSU Office of Educator Support and the Partner School, Mentor Teacher and Candidate hired by the faculty program coordinator. He or she meets regularly with the Candidate via email and/or phone and observes the Candidate teach at least three times, giving written feedback and recommendations after each observation. Annual training, supervision logs and evaluations of the Candidate are required for a supervisor to be reimbursed for mileage.

   

  The University Supervisor is expected to:

  • Hold regularly scheduled meetings with the Candidate.
  • Visit the site of the internship a minimum of three times during the internship period.
  • Engage in a three-way conference two or more times with the Candidate and the Mentor Teacher.
  • Conferences should be conducted among the Candidate, the Mentor Teacher and University Supervisor to complete the mid-term evaluation and to complete the final evaluation.
  • Provide written documentation of observations, providing a copy for the Candidate and maintaining a copy for the Candidate’s file.
  • Conference with the Candidate to discuss planning, learning strategies, classroom management, etc.
  • Participate in discussions with the Candidate and the Mentor Teacher to decide in which other classrooms and/or building the Candidate will observe.
  • Assign the final grade for internship, giving substantial weight to the evaluation of the Mentor Teacher.
• The Principal

  The school Principal plays an important role in facilitating and coordinating Candidates. When available, the principal may conference with the Candidate, the Mentor Teacher and the University Supervisor. A principal who works effectively with Candidates will:

  • Provide a positive environment for Candidates within the school.
  • Orient faculty (including Mentor Teachers and other faculty members) to their roles in the internship.
  • Orient each Candidate concerning the school’s philosophy, policies and regulations.
  • Assist each Candidate in becoming acquainted with the faculty and staff.
  • Stay informed of the progress of each Candidate.
  • Observe Candidates, providing them with feedback, if feasible.
  • Read and become familiar with the Internship Handbook, including the OSU policy on using Candidates as substitutes.
  • Consider supporting added plan time for Mentor Teacher/Candidate teams as needed.
• Mentor/Candidate Relationships

  The relationship between candidates and mentors must be of a professional nature, as the mentor is evaluating the teacher candidate. Candidates are protected by FERPA, and mentors should only consult with their own principal, the OES staff, program faculty or the candidate’s University Supervisor if challenges arise. 

   

  A teacher candidate is a “need to know” party under FERPA rules for his/her students, given that s/he needs the same information the mentor teacher does in order to best serve student learning.  

   

  The above rules apply to the relationship between the university supervisor and the teacher candidate as well. 

• Structure of the Internship

  Internship assignments are highly individualistic. Involvement in classroom activities will depend upon the individual's readiness to perform the tasks assigned. The Mentor Teacher and University Supervisor will assess the Candidate’s abilities and determine his/her responsibilities and tasks. In no case will the Candidate immediately assume total responsibility for the class.

   

  Some possible strategies by which a Candidate can be involved in the planning process can be found in the Collaborative Teaching Strategies and Examples document.

• Mentor Teacher Training and Resources

  Mentors teachers can access more information about the co-teaching models as well as other resources and recommendations for hosting a teacher candidate. Please follow the instructions below to gain access.

   

  Enrollment Link:

  https://canvas.instructure.com/enroll/YXDFNC

   

  Alternatively, you can sign up at https://canvas.instructure.com/register  and use the following join code: YXDFNC

Site-Based Policies and Procedures Regarding the Candidate

• Use of Candidates as Substitutes

  The intent of the internship does not include the use of the Candidate as a substitute teacher. To assure continued success for both the Candidate and the students, the school administration has the discretion to use the Candidate as a substitute for the assigned mentor teacher only in an emergency and only for a short period of time. The policy guidelines for substitute teaching are:

   

  • In the unavoidable absence of the mentor teacher, the Candidate may be allowed to assume responsibility only for the classes of the Mentor Teacher. Should this event occur during the first four weeks of the internship, a suitable supervisor, such as a faculty member or a substitute teacher, must remain in the classroom with the Candidate.
  • During the period of time that the Candidate serves as a substitute teacher, the local district shall arrange for another teacher or administrator to provide on-going supervision of the Candidate and students.
  • Should the Mentor Teacher’s absence extend beyond three (3) days, the school should, in cooperation with the University Supervisor and the clinical practice coordinator, arrange for continued supervision and/or possible change of assignment.
  • The Candidate may serve as the substitute for his/her mentor teacher in a non-emergency situation during the last two weeks of the internship.  The Candidate may be paid the established rate of pay as set by the local school district for serving as the substitute.

  If you have any questions regarding the implementation of this policy, call Kathy Thomas, Coordinator of Clinical Practice. 405-744-1088 or kathy.thomas@okstate.edu

• Certificates for Professional Development

  OSU will issue a Certificate for Professional Development (CPD) to the Mentor Teacher who has submitted a final evaluation by the specified deadline as a token of appreciation for his/her service. The Mentor Teacher is notified via email with the link to the evaluation and that semester’s deadline. Since the evaluation counts toward the Candidate’s grade, it must be received by the deadline, or a CPD will not be issued. This certificate can be applied to tuition for resident credit enrollments at OSU and OSU- Tulsa.

   

  A Mentor Teacher may choose not to use the CPD and can transfer it to another certified teacher/administrator within the same school district. However, the Mentor Teacher and the superintendent of the school district must sign the back of the certificate signifying approval of the transfer, before it can be transferred to another certified teacher/administrator in the district.

   

  Although the CPD is issued to the Mentor Teacher, some school districts have elected the “banking” method, whereby the CPD is sent to the district office.  In this method, the Mentor Teacher of record is given the first option to use the CPD. The “banking” approach has many advantages for the school district, since the district can ensure use of the certificates before the expiration date.

• Procedures and Policies for use of Certificates for Professional Development

  Certificates of Professional Development will not be issued to Mentor Teachers who fail to submit a final evaluation of the Candidate’s performance prior to the deadline provided by OES each semester (typically the Wednesday of the candidate’s last week on site).

   

  • This tuition waiver can only be used by a certified teacher or administrator for their own OSU tuition. It can only be transferred to another teacher/administrator within the district with Superintendent Approval. The number of hours the CPD can be used toward is listed on the front right hand corner of the certificate.
  • Individuals cannot receive cash in lieu of this tuition waiver. Certificates cannot be sold. See OSU Policy #3-0362.9, Reporting and Taxability of Assistantships, Fellowships, Scholarships, Fee Waivers and other payments to students.
  • A redeemed CPD applies to the semester in which coursework is completed and must be turned in prior to the end of the semester. The course(s) that the CPD is being used toward must be completed prior to the CPD’s redemption deadline listed on the front of the CPD. No more than six hours may be redeemed by one person during any one semester or summer session. Certificates pay for tuition only (not fees) for resident, extension, or OSU/Tulsa courses.
  • The certificate does not cover tuition for courses from which the teacher/administrator drops or withdraws.
  • CPDs are applied to your account shortly after the initial drop/add deadline for the semester or summer session in which you are enrolled. Therefore, your Bursar bill will not reflect the credit until after the deadlines. The Academic Calendar with drop/withdraw deadlines can be accessed at http://registrar.okstate.edu
  • Please direct questions or submit the CPD to: Kathleen Colson, Office of Professional Education, 325H Willard Hall, OSU, Stillwater, OK 74078, 405-744-9506, at the time of enrollment. 
• Internship Application Process

  Candidates complete an internship application process with the Office of Educator Support staff. Candidates should not meet with teachers or principals in an attempt to establish their own placement or have others do so on their behalf. All internships occur in public schools.

• Placement in Internship Assignment

  Candidates are placed within an approximate 75-mile radius of Stillwater and in the Tulsa area for OSU-Tulsa. For accreditation purposes, these schools have been designated Urban (U), Suburban (S) and Rural (R) to give Candidates diverse experiences across field experiences and internship. These designations are determined by a combination of socio-economic make-up, racial/ethnic diversity, proximity to larger cities and district size within the context of our regional service area and the State of Oklahoma.

   

  Placements are based on the following criteria:

   

  • OSU must have a contractual agreement with the participating school district
  • The Principal and the Mentor Teacher/Educator must be in agreement about the placement
  • The Mentor Teacher/Educator must meet established criteria to work with a Candidate, and
  • A qualified OSU Supervisor must be available for travel to the partner school.
  • Program faculty recommendation for internship (based on academics, field experiences and dispositions). (See Dispositions Document)

   

  Confirmation of Placement 

  Requests are sent to school districts for placements. After the Office of Educator Support receives confirmation of the placement, the candidate receives a confirmation e-mail.  The assignment is tentative until all internship requirements are completed.

   

  Length of Internship Assignments

  With the exception of a few PK-12 programs, whose Candidates have two placements in one semester, all internships last throughout the university’s fall or spring semester.  When possible, depending on program preference, Candidates may begin when the partner school begins the school year or returns from winter break.

   

  Schedule

  Once the internship begins, Candidates will follow the schedule of the school district to which s/he is assigned. The Candidate must attend all meetings and events that the Teachers in the Partner School must attend. Like in-service teachers, Candidates must be absent only for serious reasons (e.g., illness, death of a family member). If an absence is inevitable, the Candidate must notify the Mentor Teacher, University Supervisor and the program faculty in advance. Absences that exceed  two days,  may result in make-up days at the end of the semester. As with any course, excessive absences may result in failure of the internship.  

   

  Dress

  Candidates are expected to dress professionally and to adhere to any dress code set forth by the school district. Visible jewelry for body piercing, facial hair and visible tattoos may be considered inappropriate professional dress in some schools and districts. Candidates should consult the school handbook and the mentor teacher if questions arise.

• Special Needs of the Candidate

  Accommodations that are required by the candidate’s plan on file with the OSU Student Disabilities Services Office will be followed during the internship. It is the Candidate’s responsibility to meet with the course instructor prior to the beginning of the semester to discuss these needs.

• Insurance

  School districts and OSU do not insure a Candidate during the internship; Candidates are responsible for carrying medical insurance. By joining the OEA (Oklahoma Education Association)  or the POE (Professional Oklahoma Educators) they will have liability insurance during the internship. This is essential protection for Candidates as professionals working in a school setting; student memberships are offered at a significantly reduced rate for both organizations.  

• Outside Activities/Classes during the Internship

  The internship experience is considered the beginning of a Candidate’s professional career and energy should be directed toward making the most of the professional assignment. Therefore, outside employment or taking coursework other than the internship courses is definitely not advised during the internship. If a Candidate believes employment is a necessity, they must confer with the University Supervisor and Mentor to ensure such employment doesn’t conflict with school site schedules or other professional obligations.  

• OSU Mental Health Resources

  We know that this journey can be challenging, and at times, our teacher candidates may require additional support. The university offers several mental health services and resources that can be of assistance. At the beginning of each semester, we encourage you to familiarize yourself with these resources. Please do not hesitate to share these resources with candidates and contact the Office of Educator support to assist with any concerns.

   

  • Supporting Students in Distress
  • Student Wellness Resources
  • Care Report

Procedures for Mentors and University Supervisors

• Evaluation Criteria for Internship

  Evaluation of the internship is a collaborative effort among the Candidate, Mentor Teacher and the University Supervisor. The internship facilitates Candidates’ development as professional educators as they enhance their competencies in: content, professional and pedagogical knowledge, skills and dispositions delineated in the professional, state and institutional standards. Multiple assessment strategies are used to evaluate Candidates’ performance and effect on student learning. Candidates, school faculty and University Supervisors jointly conduct assessments of Candidate’s performance throughout internship with a focus on the mid-term evaluation (formative evaluation) and the final evaluation (summative evaluation).

   

  Although particular competencies are specified for teaching at different levels (preschool, elementary, middle or high schools) or for different subject matters, the following general competencies are expected to be demonstrated by the Candidates in OSU’s Professional Education Programs. Evaluation of Candidates’ performance in internship should reflect their demonstration of knowledge, skills and dispositions reflected in the InTASC standards.

• Addressing Concerns and Plan of Improvement Form

  Problem Solving Process 

  Most problems which arise during internship are resolved through daily conferencing.  The following process should be followed if a problem isn’t resolved through conferencing between the Candidate, the Mentor Teacher and/or University Supervisor:

   

  1. The University Supervisor or the Mentor may alert the Office of Educator Support (OES) representative and Program Coordinator to discuss any issue(s) or concerns.  
  2. The program coordinator will develop a plan of improvement (POI form) to resolve the problem(s) with input from the Mentor Teacher, University Supervisor and Professional Education staff. The POI form to be used by all OES programs is available below.    
  3. The candidate will meet with the Program Coordinator and a OES staff member to discuss the POI and receive coaching on expectations/needs moving forward to be successful.  
  4. An OES representative will communicate the POI to the Principal and to all involved parties.
  5. The Candidate will follow the outlined POI; the University Supervisor and Mentor Teacher will document the Candidate’s progress.
  6. The University Supervisor will communicate to the program coordinator the Candidate’s progress towards resolving the challenge(s).

   

  Plan of Improvement

  The Plan of Improvement (POI) is designed to assist in the problem-solving process. In cases where a teacher candidate fails to meet expectations, it may be necessary for OSU to develop a POI in order to address the issues. The Plan of Improvement is a proactive and supportive approach designed to assist teacher candidates who may be facing challenges or experiencing difficulties in specific areas of their internship semester. This plan is developed in collaboration between the college or university and the mentor teacher, with the goal of providing targeted support and resources to help the candidate grow and succeed in their teaching journey. The plan is not intended to be punitive but to provide a clear framework for improvement and a pathway towards becoming an effective and confident educator.

   

  Removal from Internship Placement

  If the Candidate fails to satisfactorily meet the POI, one of the following alternatives will occur:

   

  1. The Candidate is removed from the assignment and reassigned within the partner school or the school system. 
  2. The Candidate is removed immediately from internship in that school system. 
  3. The Candidate is removed immediately from the internship.

  NOTE:  The Candidate has the right to appeal the decision to remove them from their internship placement. Appeals are sent to the Director of Professional Education.

• Procedures Related to University Supervisors for Internship

  Step 1: 

  Program Area faculty select OSU Supervisors for their Candidates.

   

  A University Supervisor should possess at a minimum the same qualifications as a Mentor Teacher: a certificate in the teaching area, at least three years of classroom teaching experience, academic competence, knowledge of the basic principles of supervision, and effective team member skills. Supervisors should not be assigned to internships in a school where they currently or in the recent past have had close ties. All applicants must fill out the OSU Supervisor application. It may be necessary to conduct interviews to determine the best “fit” for the current needs in terms of geographic location, grade level, etc. In assigning supervisors to Candidates, the needs of the Candidate should be considered first, but the most economical travel route must also be strongly considered. Since needs vary each semester, hiring of supervisors is done each semester according to needs.

   

  Step 2:

  The Program Coordinator sends a list of University Supervisor contact information (phone and email) and assigned Candidate to the Coordinator of Field Experience and Clinical Practice(kathy.thomas@okstate.edu)

   

  Please submit this data in spreadsheet format, as it will be imported into the OSU-OES database.

   

  Step 3:

  The Program Coordinator sends a list of University Supervisors with the information required by the department for payroll.

   

  An Employment Action (EA) form must be completed at least three weeks prior to the first date of the semester, or the University Supervisor will not have timely access to email, and their pay may be held. University Supervisors are either paid as either “Independent Contractors” if they are not a current OSU employee or “OSU Payroll Employees” if they are. Your administrative assistant processing the EA form will need this information.

   

  Step 4:

  The University Supervisor completes annual training offered by the Office of Educator Support.

   

  Verification of completion of this training will be required for the Supervisor’s end-of-semester mileage reimbursement to be approved. Below are general expectations for all University Supervisors across OES Programs. The University Supervisor is a liaison between the OSU Office of Clinical Experience, the faculty member teaching the student teaching course, the Partner School, the Mentor Teacher, and the Candidate. The Supervisor is expected to:

   

  • Hold regularly scheduled meetings with the Candidate.
  • Visit the clinical site a minimum of three times for substantive observation with written feedback for each visit during the internship period.
  • Engage in a three-way conference two or more times with the Candidate and the Mentor Teacher.
  • Conferences should be conducted among the Candidate, Mentor Teacher, and University Supervisor prior to completing the mid-term evaluation and prior to completing the final evaluation. Evaluation scores and qualitative feedback should reflect the Supervisor’s and Mentor Teacher’s independent views of Candidate performance and should be shared openly with the Candidate.
  • Provide written documentation of observations, providing a copy for the Candidate and maintaining a copy for the Candidate’s file.
  • Conference with the Candidate to discuss planning, learning strategies, classroom management, etc.
  • Participate in discussions with the Candidate and the Mentor Teacher to decide in which other classrooms and/or building the Candidate will observe.
  • Give input to program faculty on the final grade for the internship.

   

  Step 5:

  The University Supervisor completes training with the Program Area.  

   

  This can be conducted in any manner the program area prefers, but it should include specifics regarding program standards, expectations, and preferred communication channels beyond the general expectations listed above.