A Collection of Advice

University Supervisor Information This collection of information is intended to inform university supervisors about a number of important topics. It answers many of the questions most frequently asked by university supervisors. In addition, it includes advice from other university supervisors about what supervisors need to know and do. Whether you are a new university supervisor or have supervised for many years please thoroughly read through this at the beginning of the semester and then refer to it as needed. If you feel it would be beneficial to include additional information or topics, please contact the Block VI Coordinator. Thank you! Working with the Cooperating Teacher  At the initial visit: o Exchange contact information. (Your name, phone #, e-mail address) o Find something to compliment about the classroom, the teacher, the students etc. Cooperating teachers sometimes worry that university supervisors will be unrealistic intellectuals from academia who don‟t appreciate what goes on in the “real” world. They are relieved when this does not turn out to be true. o Explain how often you plan to observe, how you plan to set up observations, how you will give/leave feedback, and ask if there are times when it would be inconvenient for you to visit. o Ask the cooperating teacher to review the feedback that you leave after observing each lesson because you cannot possibly know all of the dynamics that are going on in the classroom and consequently some of your feedback may need to be modified. o Often cooperating teachers will ask for a guide to show them how and when to have their student teachers gradually take over their classrooms. The examples of „Long Range Plans‟ in the “Assignments” section of this packet are intended to serve as guides. There are no required timelines because some student teachers are much readier to begin than others so the actual starting dates are left up to the cooperating teachers‟ and university supervisors‟ discretion. Cooperating teachers have been provided with example „Long Range Plans‟ in their Block VI packets. o Be aware that some cooperating teachers will not have great enthusiasm for Purdue‟s newly structured program. For many years, Purdue sent student teachers into their classrooms with no requirements and they became comfortable with this. In addition, some were of the opinion that when student teachers entered their classrooms, they were entering the “real” world and needed to forget much of the idealistic pedagogy that they had learned at the university. Purdue‟s program is now designed so that student teachers will use best practice throughout their student teaching experiences no matter what types of classrooms or teachers they encounter. Research indicates that this is the most influential time in the development of the type of teacher a student will become throughout his or her entire career. Purdue‟s requirements are designed to have a significant influence during this important period of time. o When cooperating teachers express concern about the requirements, explain that although they look overwhelming at first, they are not all due at one time and they are designed to foster the same things that the teachers desire which are to help student teachers grow and learn in their classrooms and have successful student teaching experiences. All assignments have specific and focused purposes that cooperating teachers can learn about by reading the letter that they receive in their Block VI packets. Most cooperating teachers, once they have had a student teacher complete the program, see its benefits and develop positive attitudes towards it. o If cooperating teachers request a checklist to use as a guide, refer them to the „Cooperating Teacher Roles and Responsibilities‟ provided in their Block VI packets. This clearly identifies all that is required of cooperating teachers throughout the mentoring process. .  Throughout the semester: o Consult with the cooperating teacher often. He or she spends much more time with the student teacher than you do so you can learn a great deal by asking this person to share insights. o Initiate the consultations. Do not expect the cooperating teacher to do this for you. This may mean that you will have to search for a teacher before or after observing a lesson once he or she begins leaving the classroom. o Read through the materials that cooperating teachers are given from the Block VI Coordinator. These are provided for you in the “Reference Materials” section of this packet. When you see cooperating teachers following suggestions from these materials, praise and thank them. For example, if a cooperating teacher keeps a feedback notebook as suggested in „Things to Remember,‟ comment on what an excellent thing this is to do. o Do not expect cooperating teachers to make adjustments in their classroom schedules to accommodate you. Use the weekly schedules provided by your student teachers to find times to observe that will fit into their already existing schedules. For this reason, you must insist that your student teachers carefully annotate weekly schedules before sending them to you. For this reason, you should not arrange your next visit during your present visit. o If you suspect problems, be the first to mention them. Often cooperating teachers don‟t want to point out negative things about their student teachers. However, once they realize that you have noticed the same things, cooperating teachers usually become eager to share concerns. For example, if a student teacher is always late turning in assignments to you, ask the cooperating teacher if s/he has noticed similar organizational problems. o If you think that a student teacher may earn a grade other than an A, start to make the cooperating teacher aware of this as early as possible. Say things like, “I think Mary‟s teaching right now is at a B- or C+ level because…What do you think?” This early analysis and honesty will prepare the cooperating teacher to recommend a realistic grade at the end of the semester. o When student teachers are not performing well, make cooperating teachers realize that this is not their failure and does not reflect the cooperating teachers‟ own abilities. Quite often, cooperating teachers mistakenly believe that when their student teachers fail this is somehow because they were not good mentors. In these cases, praise the teachers for their many efforts to try to help their students improve. o When student teachers do well, give cooperating teachers lots of credit. This credit is usually well deserved if for no other reason than that the cooperating teachers have given the student teachers many opportunities to try new things and to grow and to learn in their classrooms. o Keep cooperating teachers informed. For example, have your student teachers share with them ideas that they learned at seminars and at Professional Development Day. It is important for cooperating teachers to feel that you not only want to know what is happening in their classrooms but that you also want them to know what you are doing.  At the end of the semester: o Consult with cooperating teachers about the final grade. Make the teachers feel that you value their opinions even if occasionally a final grade that is recommended is not the final grade that you assign. Working with the student teachers  Be their mentor not their friend. There is a difference. Student teachers have lots of friends. They need a strong mentor and will grow so much more if you are one. For example, this means that you must sometimes share constructive suggestions that are difficult for you to give and equally difficult for student teachers to hear. However, when those suggestions enable student teachers to achieve success, a pride in accomplishment and a gratefulness for your honesty will develop along with tremendous respect for your wisdom.  Set professional guidelines and make student teachers aware of these at your initial meeting. For example, explicitly tell your student teachers when they may or may not call you on the phone. (i.e., before 10pm on weeknights, not during the dinner hour, not on holidays etc.) Some students have not yet developed a sense of what is appropriate in professional relationships. When you set guidelines, you help them to learn this.  Read and know what is in the Student Teaching in the Elementary School packet. Most student teachers will automatically respect supervisors who they feel are knowledgeable, but some will try to manipulate or mislead those who they feel are not! Before the semester begins, skim through the entire book. Throughout the semester, thoroughly read each assignment before it is due, each evaluation guide before completing an evaluation form for the first time, etc.  Require your student teachers to know what is in the packet too. It is not your job to find what they need and to remind them about the details of an assignment. You are their mentor not their parent! You should not need to provide additional directions or examples. Everything they need can be found in the packet and should be used. The directions have explained to hundreds of former student teachers how to successfully fulfill the requirements. The examples have been carefully selected for their excellence.  Be careful what you tell your student teachers. They often hear what they want to hear and not what you are really saying. For example, if you tell them that you feel their cooperating teacher or Purdue requires too much work and if it were your decision things would be different, be prepared for some of your student teachers to stop doing some of this work.  Find as many positive things to say after the first observation as you have suggestions for improvement. This may be challenging but well worth the effort! Most student teachers are very nervous the first time that you observe them and are very relieved when you provide some positive feedback. Even the smallest praise can foster a positive behavior forever. For example, writing something like, “You have a great smile! I loved it when you smiled and so did your students!” can produce a teacher who will remember to smile often at his or her students. The Block VI Coordinator has been known to write this comment even when she barely saw a smile during the first lesson so that she would see many smiles in future lessons.  Require your student teachers to annotate their weekly schedules and use these to ensure that you will observe at times when you can give quality feedback, for example, a lesson that contains some direct instruction rather than one where students spend the entire time working independently.  Visit classrooms often. Ideally, you should visit weekly after the first few weeks. It is especially important to visit weekly when students are doing their solo teaching. Your students are required to keep weekly files for you, and they deserve to have them looked at in a timely manner. (See „University Supervisor Roles and Responsibilities‟ in the “Roles and Responsibilities” section of this book for the required number of university supervisor visitations.)  Provide good feedback on assignments as well as after observations. Your students are doing a great deal of work for you, and they deserve to receive quality feedback in return. The more quality feedback you give your student teachers, the more they will learn.  Give specific yet broad feedback that a student can focus on when planning a number of subsequent lessons. For example, tell a student teacher to focus for the remainder of the week on making his or her lessons more visual and then give some examples of how to do this. Or tell your student teacher to make it his goal to use as many active learning-listening strategies in his lessons as possible for the next week and that you want to read about how he accomplished this goal in his next Reflective Summary. Professional Requirements:  Wear your Purdue name badge during visitations.  Always stop at the school office when arriving and leaving, but do not spend large amounts of time in the office discussing your personal problems.  Be reliable. Arrive on time for observations and return assignments in a timely manner.  Do not discuss your students, their cooperating teachers, or any problems where others can overhear you.  Do not identify by last name or inappropriately discuss students who you learn about while observing lessons and reading reflective summaries.  Maintain credibility. It is your job to watch your student teachers learn how to teach and to provide focused feedback that will help them to maintain strengths and improve weaknesses. It is not your job to become an active participant in their classrooms. You take away from a student teacher‟s credibility when you interrupt or take over a lesson. You destroy your own credibility when you stop observing and participate in such a way that it becomes impossible for you to effectively observe and provide valid feedback. Sometimes student teachers must be allowed to struggle or even temporarily fail in order to learn. If you join in and help, the validity of a realistic learning experience is destroyed. For example, you are not in a classroom to help lead one of the small groups that your student teacher has set up. Rather, you are there to observe and offer advice about the effectiveness with which your student teacher has set up the small groups and is able to maintain a productive learning atmosphere while monitoring them.  Make your student teachers aware from the very beginning that you will be an observer in their classrooms and not a participant.  Exceptional students benefit from feedback too! Even if you have a student teacher who is so exceptional that he or she seems to need no advice, write down the many positive things you are seeing. Even gifted teachers can benefit by having the positive things that they do explicitly pointed out to them. This helps them apply these when teaching in areas or subjects for which they are less naturally gifted. The Block VI Coordinator has often had gifted student teachers comment that they had not realized how effective a teaching behavior was until it was explicitly pointed out to them.  Unless someone is about to be hurt, be a silent observer. In student teachers‟ classrooms, they should speak and university supervisors should listen. Save what you have to say for the feedback that you provide after the lesson or that you leave in writing. Classroom Observations  Some supervisors choose to arrive unannounced and some want their students to know when they are coming. o For the first few formal observations, let your student teachers know when you are coming. They will be nervous enough without the added element of surprise. o For subsequent visits you may choose to:  Always let students know when you are coming but carefully consult with cooperating teachers to ensure that best lessons are not only prepared for your benefit. This ensures that the required lesson plan will correspond with the lesson that you observe.  Inform your student teachers which day you will visit their schools but not which lesson you will observe. Require a formal lesson plan in the weekly file folder for a lesson that will be taught on that day. This will mean that the lesson that you observe may not correspond to the lesson in the weekly file.  Come entirely unannounced. Require a formal lesson plan in the weekly file folder for a lesson that will be taught any time during the week.  Use a combination of these strategies. That is, at first come at a specific time for a specific lesson, later only let the students know the day but not the time you will visit, and in the end come unannounced.  Ask your student teachers to have a place ready for you to sit where you will be the least distraction to the students but able to easily see and hear the lesson. This will usually be somewhere behind the students but not behind where the student teacher will primarily be teaching. Ask not to be put directly next to cooperating teachers who may talk to you throughout the lesson that you are trying to observe. You do want to talk to the cooperating teachers but not during the observation part of visitations!  Keep good records. Be sure to fill out the University Supervisor Visitation Rubric each time you visit the classroom. These will be collected by the Block VI Coordinator at the end of the semester to determine how well student teachers fulfilled certain requirements. They will also be used to validate how often university supervisors visited classrooms and to determine which supervisors should be asked to supervise again.  You must fill out a Student Teacher Observation Form every time that you observe a lesson. You may choose to fill out the form: o as the lesson is being observed and taught. o after the entire lesson is completed. If this is your choice, during the lesson feedback should be written in a less structure manner. For example:  Write down what you would say to the student teacher if you were able to comment throughout the lesson. For example:  Wow! I loved your attention getter! It was so visual, created curiosity, and was 100% effective!     Excellent job of remembering to move around as you gave directions! There was no reason to stand in one place since you were not using the overhead or the blackboard.  You chose the perfect time to move the students from their seats to the sharing circle. They were getting restless and needed to get up and move!  Or, record the lesson in a sequential, factual, journalistic type manner. For example:  The lesson began with a 15 minute transition from math to science. Students were loud and rude and one boy began hitting another.  The papers were in the front of the room and ready to be passed out. This saved time once all students were seated.  Directions were read. Some students were not listening.  Questions about the directions took 12 minutes. For some students, this became a game in order to delay having to start the work.  Students did not listen to each other‟s questions nor their answers. Consequently, many questions and answers were repeated. There is a category on the Student Teacher Observation Form entitled, “NO”. When you check this, it states that you did not observe a behavior during a particular lesson. It is perfectly acceptable to check this category frequently during some types of lessons. You may want to require your student teachers to have two copies of each lesson plan waiting for you in their weekly folders. In this way, you can keep one for your files. Always review the lesson plan as well as the lesson. Sometimes students set themselves up for failure long before the lesson begins because of the plans that they have made. However, you do not need to fill out a lesson plan rubric unless a student teacher struggles continually in this area. If time permits, meet with your student teachers after lessons to go over your feedback. If time does not permit, require your student teachers to review the feedback that you leave as soon as possible and to contact you later via e-mail or a phone call if clarifications are needed. Often, if you schedule the time, you will be able to talk with student teachers after lessons when they first begin teaching, but once they solo teach and are “doing it all” it is better to conference with them later rather than to interrupt their teaching schedules.  Conferences and Evaluation Forms  Before a Benchmark Conference, have the student teacher fill out a Benchmark Evaluation Form too. At the conference, compare your evaluation with the student‟s. This will give you valuable insights into how realistically the student teacher views his or her own skills and abilities. When there is a significant difference in how you and the student teacher have assessed a category, ask the              student teacher to explain why/how he or she has arrived at this rating. Be ready to explain how you have done this too! You may decide to do a three-way Benchmark Conference with the student teacher and the cooperating teacher. Or you may choose to conduct your own Benchmark Conference with the student teacher. You may want to consult with the cooperating teacher about certain categories for added insight before holding a Benchmark Conference. If a student teacher is struggling, assign a tentative grade at Benchmark Conferences. It is important for low performing student teachers know where they stand. If you are dealing with a particularly unmotivated student teacher, assign a very low grade. On the other hand, if a student teacher is doing very well, do not mention a grade at Benchmark Conferences. Some student teachers have been know to become less motivated or to change focus from excelling in the classroom to preparing to find jobs when they think their grades are guaranteed. Benchmark Evaluation Forms are used to assess ability at a certain point in time. They can be hand written and even structured in a bulleted, list-type way which records strengths and weaknesses. They do not need to be sent to Purdue. Supervisors should keep copies of the cooperating teachers‟, the student teachers‟, and their own Benchmark Evaluation Forms. Fill out Final Evaluation Forms realistically. They may be used to help an administrator assign a mentor teacher and a mentor teacher to provide the help that is needed to achieve success during the first year of teaching. You are not doing student teachers who struggle in certain areas a favor by marking them higher for fear they will not find jobs. Put time and thought into what you write in the “Comments” section of the Final Evaluation Form. This should serve as your letter of recommendation for the student teacher as well as a final evaluation. Type your comments on Final Evaluation Forms. You are a professional and your work should look professional too. If you are using Word, go to Page Set Up under File and set the top margin of your computer at 6.5” so that the Evaluation Form can be run through your printer and your text will be printed in the “Comments” section. Do not attach written comments to the Final Evaluation Form. Although student teachers now manage their own files, there is still a chance that attached comments given to administrators will become lost. Do not add student teachers‟ social security numbers to the evaluation forms. In this day of identity theft, this information should not appear anywhere on these forms. Do not write the final grade on the Final Evaluation Form. These evaluation forms are designed to give a picture of a student‟s strengths and weaknesses without the stereotyping that often accompanies a letter grade. When writing Final Evaluation Form comments, first establish your credibility. For example, write something like, “I observed Mary teaching ten times throughout her student teaching experience. In addition, I read her weekly Reflective Summaries, reviewed her anecdotal records, lesson and unit plans, and interacted with Mary at six seminars. Consequently, I was well informed about all that was happening at this time.” You can also state your own experience to establish credibility such as, “In my 5 years of supervising student teachers…”  Be as specific as possible when writing Final Evaluation Form comments. It is so much more interesting for the reader when you write, “Mary created rap songs to teach math and had her students go on adjective hunts in English,” than to read generic statements such as, “Mary‟s lessons were creative.”  When writing final evaluations, use „Top 3 Lists,‟ „What I Have Learned,‟ and „Instructional Performance Evidence‟ to help you remember interesting details about your student teachers‟ experiences. (See examples of Final Evaluation Form „Comments‟ in the “Resource Materials” section of this packet.) Final Grades  Student teachers who earn B’s in student teaching can get teaching jobs. More often than not they will first become aides but often this is just the extra experience that they need to achieve success. Remember that student teachers earn their final grades. These should not be unrealistic gifts that may cause a classroom full of students to learn very little during the subsequent year.  Read through the „Student Evaluation and Grades‟ section in the “Syllabus” provided in this packet. Think about each heading in relation to each student teacher. Read through the „Student Teacher Profiles.‟ [Formerly called „Grading Criteria for Student Teachers‟] Read through the „Benchmark and Final Evaluation Form Guide.‟ These are provided to enable you to wisely determine final grades, ones that student teachers have earned and that reflect realistic skill and ability levels as well as effort.  You are the final authority when determining grades. It is important to ask and listen carefully to what cooperating teachers recommend, but the final decision is yours. For the rationale that explains why you are the final authority, read „Student Evaluation and Grades‟ in the “Syllabus” provided at the beginning of this packet. Letters of Recommendation, References  Do not write letters of recommendation. The categories that you evaluate and what you write in the „Comments‟ section on the Final Evaluation Form are your letter of recommendation. This form is much more detailed than any letter of recommendation. Most administrators will require student teachers to send the cooperating teacher‟s and the university supervisor‟s Final Evaluation Forms to them along with transcripts. Letters of recommendation should come from other sources. It is redundant for you to write one. It will benefit your student teachers so much more if people other than yourself write these for them.  If a student teacher insists that you write a separate letter of recommendation, convert what you have written in the „Comments‟ section of the student teacher‟s Final Evaluation Form into a letter format.  Do not give student teachers any type of letter of recommendation until the semester has ended. You may be surprised how much your opinion of a student teacher can change during the last few weeks. In addition, it is inappropriate for a student to ask you for this until the semester has ended and all requirements have been completed. Future employers understand this so don‟t let a student teacher make you feel as if he or she will miss a job opportunity if you don‟t provide something in writing before the end of the semester.  Do agree to be a reference. By the end of the semester, you will be very knowledgeable about your students‟ teaching abilities and will make an excellent reference on their resumes. Reflective Summary Passes Student teachers attend an orientation and a workshop before student teaching begins during which they can each win one Reflective Summary Pass. This pass enables a student teacher to choose one week during which he or she will not write a reflective summary for the university supervisor. Reflective Summary Passes may not be used for Special Topic Reflective Summaries. They must be signed by the Block VI Coordinator. After fall semester of 2003, Reflective Summary Passes must be embossed with “School of Education, Purdue University” to validate their authenticity. An example Reflective Summary Pass is provided in the “Reference Materials” section of this packet. Professional Development Day  This is a day when all Purdue student teachers and their university supervisors are required to meet at Purdue to hear speakers and panelists present information about a number of relevant and significant issues. It originated with the need to inform student teachers about licensure requirements at a time when they were ready to pay attention. It expanded to include speakers and panelists whom many university supervisors suggested should speak with students at the small seminars but whom many university supervisors did not have the connections to find and invite to their seminars. At Professional Development Day, all student teachers are now able to learn from these sources.  The day occurs during the middle of the semester rather than at the beginning for a number of specific reasons: o Readiness to Listen: Student teachers need to have reached a level of readiness in order to benefit from the advice that is given. For example, until they have had some experience trying to manage a classroom on their own, many do not realize the value of behavior management advice or that it could apply to them. o Substitute Teacher Plans: It is beneficial for student teachers to make substitute teacher plans and to receive feedback on the effectiveness of the plans from their cooperating teachers who will use them on Professional Development Day. If Professional Development Day took place at the beginning of the semester, this learning experience would be lessened because student teachers would not be teaching enough subjects to be able to plan for an entire day. o Focus: Some of the topics at Professional Development Day focus on preparation for the job search. It is important for student teachers to be immersed in their classrooms and focused on their teaching before this information is presented so that they do not make this their primary focus during student teaching. There is a delicate balance between introducing this information early enough that student teachers benefit from knowing about it ahead of time but not so early that they make this their top priority rather than their students and their classrooms. o Weather: In addition, during spring semester, Professional Development Day is scheduled at a time when there is a better chance of clear roads for the many student teachers, university supervisors, panelists, and speakers who must drive long distances to reach Purdue. Guidelines and Assistance  Although university supervisors‟ opinions are highly valued by the Block VI Coordinator, they cannot independently alter or modify assignments except where explicitly stated in a requirement‟s directions. If a university supervisor‟s entire group of student teachers is struggling with an assignment, the Bock VI Coordinator should be notified. She will then work with the university supervisor to make modifications which will subsequently be implemented for the benefit of ALL student teachers. The Block VI Coordinator welcomes university supervisors‟ advice and feedback on how to improve assignments. However, because EDCI 496 is a standardized program, it is not permissible for university supervisors to make assignment changes and modifications only for the student teachers who they personally supervise. University supervisors may add assignments, seminars, or seminar topics to those that are already required, but they cannot alter the standardized ones.  University Supervisors should feel free at any time to contact the Block VI Coordinator with questions or concerns. In addition to having the title of Block VI Coordinator, she is also called the Head University Supervisor. This means it is her job to choose which university supervisors will be used in the ELED student teaching program and to assist them in any way possible. She cannot assist if she does not know what their problems are. In addition, misconceptions may result if supervisors consult with other university supervisors who themselves may be confused. Often, university supervisors‟ questions and concerns indicate the extent to which they are interested in doing their jobs well. For this reason, no matter how insignificant a university supervisor may feel a question is, the Block VI Coordinator is always happy to answer it. Where to Begin Read and then reread „University Supervisor Roles and Responsibilities” in the “Roles and Responsibilities‟ section of this packet. This document clearly states what EDCI 496 and 499A university supervisors are required to do. Supervisors should use this as a guide throughout the semester to make sure that they are doing what the job requires them to do. Websites There are two websites used in EDCI 496 and 499A.  http://www.edci.purdue.edu/gunstra/ is an informational website. It contains the syllabus, assignment descriptions, directions, and rubrics, and evaluation forms. Its primary purpose is for the use of cooperating teachers who want more detailed information than the brief descriptions provided in their packets. Evaluation forms may also be downloaded from this site.  http://webct.cc.purdue.edu is a website where seminar groups share ideas and information. See „Supervisor WebCT Directions‟ in the “Seminar” section of the packet to learn how to post the „Required Sharing‟ topics on this website. What to Turn in at the End of the Semester Grades: The Office of Field Experiences will send the university supervisor a grade sheet to fill out at the end of the semester. This must be returned to the Office of Field Experiences by the specified date so that it can be sent to the Block VI Coordinator who then transfers all of the grades onto the course roster. Student Teaching Verification Cards:  For each student teacher, a time card must be turned into the Office of Field Experiences. Time cards are located in the packet that the student teachers received from the Office of Field Experiences at the Student Teacher Orientation that was held the semester before student teaching. On the cards, student teachers record the number of weeks that they spent observing and teaching during their classroom experience. Teaching is defined as working with one or more children while they are engaged in learning. Using this definition, from the very beginning of the student teaching experience most student teachers engage in a great deal of teaching. For example, the cooperating teacher may have presented the direct instruction part of a lesson but if the student teacher helped students afterwards, the student teacher spent this time teaching. Using this definition, most student teachers by the end of the experience should have many weeks of teaching entered on their time cards and very few weeks of observing. However, this definition does not allow student teachers to include as teaching the many hours spent in planning and preparing for lessons. Although this is most certainly an important part of being successful teachers, it does not fit the definition of working with children who are engaged in learning. (See Time Card in this section)  The director of Field Experiences will return time cards to university supervisors if they are not correct so university supervisors should review them carefully before turning them into Field Experiences. The main errors usually involve putting the incorrect address on the card [this must be the school’s address and not the student teacher‟s] and having the total number of weeks not add up to 14. [Although student teachers may start early, they are not allowed to include these extra weeks on the time cards.]  Student teachers cannot receive teaching licenses until time cards have been approved by Field Experiences, signed by its Director, and sent to the Office of Professional Preparation and Licensure. Final Evaluation Forms: For each student teacher, one copy of the cooperating teacher‟s and the university supervisor‟s Final Evaluation Form must be turned into the Block VI Coordinator. These will be kept on file in her office for one year. Visitation Rubrics: After the university supervisor‟s final visitation, each student teacher‟s „University Supervisor‟s Visitation Rubric‟ must be turned into the Block VI Coordinator. Student teachers must have written their own names on these and sign these before they are turned into the Block VI Coordinator. Student Feedback: Each student teacher‟s completed „Course Evaluation Form,‟ „Cooperating Teacher Evaluation Form,‟ and „Seminar Evaluation Form‟ must be turned into the Block VI Coordinator. Academic mid-year resignations: At the end of fall semester, if a University Supervisor will not be supervising in the spring, his or her Student Teaching in the Elementary School packet must be returned to the Block VI Coordinator.