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In the case of a challenging student situation, the coordinator will construct the IPP and provide the following guidance to the University facilitatorfield supervisor:
- Begin documentation as soon as a problem arises. Keep copies of records from the beginning of a problem. We cannot support termination decisions that are made late in the semester when the student has not had an opportunity to receive additional facilitator field supervisor support in identified growth areas, and has not had sufficient time to improve in these areas. Keep dated and scripted notes of all telephone and informal conversations, as well.
- Collect documentation from the cooperating teacher. This should include evidence of support, as well as documentation of performance.
- Be sure to listen to the perspectives of everyone involved in the situation so that you will have the “big picture.”
- Every suggestion made to the student should be founded in written behavioral performance program expectations (i.e., criteria on the Formative and Summative Assessments, written policies and procedures guidelines, written expectations, or assignments on a course syllabus). This is crucial if the problem continues and leads to possible placement termination.
- Involve the coordinator immediately. If there is enough behavioral teaching performance documentation, the coordinator may decide to place the student on an Individual Performance Plan (found in the Performance Assessment appendix).
- The facilitator field supervisor may not construct the IPP; this is the responsibility of the coordinator. The role of the facilitator field supervisor and the cooperating teacher is to provide support and documentation in the identified weak performance areas.
- The director of Education Services must review the IPP before it is introduced to the student.
- The coordinator should call a three-way conference with the facilitatorfield supervisor, and the student to discuss the terms of the IPP.
- The cooperating teacher should be informed of the IPP and asked to continue support and documentation.
- The facilitator field supervisor will provide needed support, monitor the IPP, and frequently report the progress to the coordinator.
- The coordinator makes the final pass/no pass decision about successful completion of the field experience.
- Regular communication about the student’s IPP progress must be maintained with the director of Education Services.
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The IPP should include a detailed description of the professional skill(s) in need of improvement. The description should be very specific. For example, if the student is chronically tardy, state the number of days the student has been tardy. If the student has poor behavior management skills, refer to documented observations by the university facilitator field supervisor and the mentor teacher. If the student is deficient in written or spoken language, refer to documented observations and/or examples of the student’s language skills. Whenever applicable, include the cooperating teacher’s concerns about the issue. This section of the IPP should include reference to previous notifications or discussions regarding the unacceptable performance.
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The coordinator will share the IPP with the director of Education Services for feedback. After that, a completed copy will go to the university facilitatorfield supervisor, the student, and the cooperating teacher.
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