Educator Recruitment, Development, & Retention
Educator Recruitment, Development, & Retention
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Clinical Educator Training (CET) Program Overview
"Clinical education" refers to programs that provide professionals-in-training with practical and skills-oriented instruction under the supervision of a skilled practitioner. Clinical Educator Training (CET) is required for all school district personnel and instructional personnel who supervise or direct teacher preparation students during field experience courses or internships. It is also required of instructors in postsecondary teacher preparation programs who instruct or supervise field experience courses or internships (Section 1004.04(06), Florida Statutes).
A state model program for training providers of CET that meets these requirements is sponsored by the department. This "train the trainers" program prepares district personnel to provide CET training to those that supervise or direct teacher preparation students and prepares higher education personnel to provide CET training to those who instruct or supervise field experience courses or internships. The state model program has these elements:
- Four clinical components (see "Modules" below)
- Digital resources to support those components
- A cadre of state model trainers to implement the "train the trainers" program
- State Model CET "train the trainers" sessions each year to prepare Florida educators to train others in use of CET
Completers of this state model "train the trainers" CET program are able to train those who supervise or direct teacher preparation students during field experience courses or internships.
The origin of the Clinical Educator 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
Overview of CET Training ProgramThe CET Training Program includes the following modules:
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 CET Program Components
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: diagnosis of professional performance; diagnosis of student performance; feedback on performance; preparation and implementation of professional development plans; and reflection.
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.
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 state content standards, student learning and achievement, curricular alignment, and other school-specific improvement areas.
The following provide brief descriptions for each of the
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.
State model CET resources for these components are provided in digital format. Supplementary optional resources are provided to support CET providers in aligning the clinical education components with contemporary state initiatives (e.g. Common Core, MTSS). The resources are updated periodically to maintain alignment with state priorities.
CET training materials for use by those who have completed the department-sponsored "train the trainers" program may be accessed at Florida School Leaders.
Registration to Become a Trainer for CET
Eligibility requirements for participation in a state model "train the trainers" CET program and dates/locations of scheduled training may be found at http://data.fldoe.org/register/prodev/.
Department of Education
Educator Recruitment, Development, and Retention
Turlington Building, Suite 124
325 West Gaines Street
Tallahassee, Florida 32399-0400