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Clinical Educator Training Program Overview

Introduction

The origin of this training program was the 1984 Teacher Education Internship Project (TEIP). It was during the TEIP that the original training series was developed under grants awarded to the following institutions: Florida State University, University of Central Florida, University of Florida, University of North Florida, and University of West Florida.

From 1984-1990 the TEIP training series was field tested with school-, district-, and university-based educators throughout Florida. Since the pilot of the original TEIP trainer series, several generations of trainer materials have been developed and used to prepare a Clinical Educator Trainer Cadre. Effective training is delivered to prepare clinical educators for their supporting role in School Improvement and for the supervision of preservice field experiences and/or internships. The trainer preparation program provides a comprehensive training design with support materials to assist CE Trainers in the local delivery of the CE training sessions. The latest edition is appropriate for use with developing professionals whether they are classroom teachers or student services professionals

Legal Authority

According to f. s. 1004.04 (6) (b) (a), all school district personnel and instructional personnel who supervise or direct teacher preparation students during field experience courses or internships shall have evidence of Clinical Education training. Additionally, the training provided through this manual satisfies one of the options required of all instructors in postsecondary teacher preparation programs, who instruct or supervise field experience courses or internships. The Clinical Educator Training series, developed by the Florida Department of Education, meets the training requirements recommended by the Florida Educator Standards Commission for clinical educator training.

Overview of Training Program

The 2003 Training Program includes the following components:

Diagnosis of Developing Professional's Performance,

Diagnosis of Student Performance,

Feedback: Conferring With Developing Professionals About Performance,

Professional Development Plans: Their Design and Implementation.

The following resources are provided in the Trainer's Guides: Trainer Notes, Handout Masters and Transparency Masters. Additional training resources are provided, including specific directions on how to prepare for and deliver training.

The CET Program

The Clinical Educator Training Program, is based on two premises:

Developing professionals need support when they are trying to change their professional practices;

Developing professionals at all levels of development can be involved in professional growth activities included in the formative process model.

The Clinical Educator Training Program is designed to provide direct training for peer coaches and clinical supervisors as well as training for the preparation and maintenance of the program's trainer cadres.

The program design provides training modules that develop clinical skills for the following: identification of performance standards; diagnosis of professional performance; diagnosis of student performance; feedback on performance; preparation and implementation of professional development plans; and reflection.

Currently, a statewide Trainer Cadre for Clinical Educator Training has been established. The Trainer Cadre includes district personnel, school-based and university-based faculty and represents the five state geographic regions.

The responsibilities of the Department include the design of training materials, the preparation of the statewide trainer cadre, and evaluation of the Trainer Preparation Institutes conducted regionally throughout the year.

Modules

The four training modules included in this series include overview of the professional literature concerning each clinical component of the formative process; guided skill practice activities with trainer feedback on critical skills; and resources for providing teachers with support for continuing professional growth. All the modules have threaded through them, techniques, skills, and questions, which the Clinical Educator can use to maintain focus upon the Sunshine State Standards, student learning and achievement, curricular alignment, and other school-specific improvement areas.

The following provide brief descriptions for each of the training modules:

Module 1: Diagnosing Developing Professional's Performance for Improvement
Diagnosis forms the basis for professional development activities for both teachers and
support staff. This module includes the presentation of several types of informal data
collection methods for classroom observation, a systematic approach for selecting
appropriate data collection methods and strategies for data analysis.

Module 2: Diagnosis of Student Performance
This module provides knowledge and skills that would enable the Clinical Educator in assisting the Developing Professional analyze standardized test data about his/her students. While not dealing with skills for analyzing informal/teacher made test data, the activities, nonetheless, will provide an orientation to an individualized learning gain/growth perspective that can serve as a foundation for the Developing Professional.

Module 3: Feedback: Conferring With Developing Professional About Performance
This training module presents basic interpersonal communication skills and systematic conference procedures for use in clinical supervision/coaching cycles. The training format engages participants in skill-practice activities and provides opportunities for trainer feedback on the skill practices. Positive models for conducting conferences and simulations used for skill practice are customized to reflect both the student services setting and the regular classroom setting.

Module 4: Professional Development Plans: Their Design and Implementation
This session introduces factors to consider when planning, designing, and implementing professional development plans for professionals at all levels of professional development. In addition, skills useful in assessing the impact of those professional development plans on the individual teacher and his/her students are also provided. The training session includes a case scenario as an extended skill practice of a complete clinical supervision/peer coaching cycle.

Office Contact:

Henry Pollock, Director of Retention
Educator Recruitment, Development, and Retention
Turlington Building, Suite 124
325 West Gaines Street
Tallahassee, Florida 32399-0400

Phone: (850) 245-0435
Fax: (850) 245-0543
E-Mail: