Undergraduate Teacher Candidate Handbook:Definitions for Teacher Candidates
The following definitions provide context to the use and meaning of program-specific terms, which may differ from their everyday usage.
General Definitions
Applicant
An individual seeking admission to an educator preparation program for any class of certificate.
Benchmarks
Requirements that must be met to successfully complete the preparation program. Failure to meet the requirements in any area will prevent a candidate from moving forward, or will result in removal from the program.
Candidate
An individual who has been formally admitted into an Educator Preparation Program.
Center Coordinator
An East Texas A&M faculty member in a leadership role at each field-based center. The Center Coordinator is the primary contact and facilitates collaboration between the field-based center and partner ISDs. Other responsibilities include scheduling interviews for clinical teaching/teacher residency placements, collaborating with ISDs to select cooperating/host teachers, facilitating governance meetings, coordinating seminars and resolving concerns.
Classroom Walkthrough (CW)
Also referred to as an informal observation. A short (15-minute) observation allowing the field supervisor to collect a “snapshot” of information on co-teaching, professionalism and overall development of the teacher candidate. The field supervisor conducts a minimum of three classroom walkthroughs each semester for candidates in clinical teaching and a minimum of four classroom walkthroughs each semester for candidates in yearlong residency.
Clinical Experience
A supervised educator assignment through an Educator Preparation Program (EPP) at a public school accredited by the TEA where candidates demonstrate proficiency in the standards for the certificate sought. Two separate options for clinical experience are clinical teaching and residency. Different requirements apply to each kind of clinical experience. A candidate will begin the final year of their program on a track to complete one or two semesters of clinical teaching OR a track to complete a yearlong residency.
Code of Ethics
Standards of practice and ethical conduct toward students, colleagues, school officials, parents and members of the community to which Texas educators must adhere.
Completer
A candidate who has met all requirements of an approved educator preparation program. Successful completion of an educator preparation program is one of the requirements for being recommended for certification.
Classroom Walkthrough (CW)
A short (15-minute) observation that allows the field supervisor to collect a “snapshot” of information on co-teaching, professionalism and overall development of the teacher candidate.
D2L/Brightspace
East Texas A&M's online platform for sharing content and information. This platform is accessible through myLEO on the East Texas A&M website.
Dispositions for Teaching
An initial assessment prior to being admitted into the educator preparation program. Appropriate dispositions for teaching and professionalism are assessed through the admissions essay.
Educator Preparation Program (EPP)
An entity approved by the State Board for Educator Certification to recommend candidates in one or more educator certification classes or categories. (This includes coursework, early field experience and clinical experiences that lead to graduation, meeting program requirements and initial teacher certification.)
Field-Based Centers
East Texas A&M sites for coursework and seminars located throughout northeast Texas and DFW. A partner ISD is connected to the field-based center that is located geographically closest to the ISD.
Field-Based Experiences
Introductory experiences for a classroom teacher certification candidate involving, at the minimum, 50 hours; (25 of which are active engagement in educational and instructional activities), and reflection over the experience of Early Childhood-Grade 12 students, teachers and faculty/staff members engaging in educational activities in a school setting. The experiences must take place in a variety of settings.
Field-Based Program
A collaborative process between East Texas A&M and partner independent school districts to provide a rich, authentic experience during clinical experiences.
Field Performance Rubric/Progress Report
A performance-based assessment used to holistically assess the teacher candidate's performance in the field and in seminars. This document is a part of the midterm and final ILTs (Instructional Leadership Team meetings).
Field Supervisor
A currently certified educator, hired by the Educator Preparation Program, who preferably has advanced credentials, to observe candidates, monitor their performance, and provide constructive feedback to improve their effectiveness as educators. A field supervisor shall have at least three years of experience and current certification as a classroom teacher. Field supervisors receive annual EPP training and TEA-approved field supervisor training at least once every three years. Field supervisors for residency experiences also receive additional annual training as outlined in Texas Administrative Code 228.101(a)(4).
Fitness to Teach
This is an assessment tool that may be utilized throughout the program to help candidates be aware of the expectations of the teaching profession.
Google Drive
An online cloud storage service from Google that allows users to simultaneously create and edit documents in browsers, and create and share folders.
Governance Meetings
Meetings between the ISD and EPP during which key stakeholders (EPP faculty and staff, campus and district administrators, and other university and district representatives) discuss the progress of teacher candidates, share data, and address program updates, questions, and/or concerns. Texas Administrative Code for residency programs requires quarterly governance meetings with campus supervisors present. Impacted campus supervisors would be those with residency candidates currently placed on their campus.
Instructional Leadership Team (ILT)
The ILT consists of the cooperating or host teacher, teacher candidate, and university field supervisor. ILTs for residency candidates will also include the campus supervisor. The ILT is a major decision-making body for the teacher candidate that adjusts expectations based on the individual circumstances of the placement, and the teacher candidate's strengths and weaknesses.
Paid Clinical Teaching (select districts)
The teacher candidate (TC) is one who participates in a year-long clinical experience (may be classified as clinical teaching or residency based on district partnership) under the guidance of a highly effective educator. The teacher candidate observes and learns to teach on the job in preparation for a teaching career while earning a degree. For a full school year, full-time, the candidate works alongside the certified educator. TCs are actively engaged in as many elements of the classroom as possible from the beginning of the academic year. The TC will gradually assume greater responsibilities throughout the year as they develop as a teacher. Compensated roles must not compromise learning goals for future teachers. The teacher candidate begins and ends on the public school calendar. They may be considered an employee of the district. Rules for residency or clinical teaching are applied to the candidate during their placement, as applicable, based on their route to certification.
Performance Assessments
Performance assessments of a teacher candidate are a collaborative process engaged in by the cooperating or host teacher, field supervisor, campus supervisor (for residency), seminar instructors and the teacher candidate as a team, based on a series of formative and summative assessments.
Professional Growth Plan (PGP)
Support tool created by teacher candidate, field supervisors and cooperating or host teachers when issues arise with teacher candidates or when they are at risk of not meeting performance assessments.
Seminars
The seminar courses include application and performance, learning opportunities, growth and development by applying theory and best practices to the classroom. Seminars will be held at the designated East Texas A&M location and vary by center. The schedule will be determined by the center and certification sought by candidates.
Student Achievement Chart (SAC)
The Student Achievement Chart is a tool used during the performance assessment that scaffolds teacher candidates as they analyze data based on their student population and then use those data to inform their instruction.
Teacher Candidate (TC)
In this handbook, teacher candidate refers to undergraduate students that are seeking initial teacher certification. A teacher candidate is a student admitted into the teacher preparation program at East Texas A&M University. Teacher candidates may be in an “early phase” consisting of pre- teaching and semesters that take place prior to their clinical experience; or in a “later phase” consisting of the final semester(s) when they are completing their clinical experience as either a student teacher or teacher resident.
TK20 by Watermark
The College of Education and Human Services online data management system used for candidate and program assessment. This system is utilized throughout the program.
Traditional Program
An unpaid student teaching experience that typically consists of 16-week semester(s) where candidates begin in the fall semesters at least two weeks prior to the universities start date to experience the beginning of school in their public school district. The candidates begin in the spring semesters on the university calendar start date.
Definitions Specific to Clinical Teaching
Clinical Teacher
Pre-service teacher who is assigned to a certified cooperating teacher in an accredited public school.
Clinical Teaching
One form of the culminating clinical experience in a teacher certification preparation program. In the experience, the teacher candidate gradually assumes the teacher role. The assignment must be at a public school accredited by the Texas Education Agency (TEA) in the particular category for which a certificate area is being sought. The candidate must log 490 hours in the clinical experience setting. Candidates who complete a successful clinical teaching experience have satisfied a requirement for a Standard teaching certificate. Clinical teaching may be paid or unpaid depending on the agreement with the partnership district.
Clinical Teaching Semester I
Clinical Teaching Semester I is the first of two final semesters in the program, consisting of a field placement and seminar coursework. During the first half of semester I, students report to their field placement with a single cooperating teacher for two full days each week and attend weekly seminars. During the second half of the semester, students report to their field placement for three full days each week and attend a weekly 90-minute seminar, per field-based center design.
Clinical Teaching Semester II
The final semester of student teaching. During clinical teaching, teacher candidates report to their field placement five full days each week with the exception of eight seminar days scheduled throughout the semester. Those seeking special education certification will have two placements during clinical teaching.
Cooperating Teacher (CT)
An educator collaboratively assigned by ETAMU and the campus administrator to support the candidate during the clinical teaching experience.
Cooperating Teacher Qualifications
The EC-12 classroom teacher in the partner school district who:
- has agreed to have a teacher candidate in their classroom
- has at least three years of teaching experience
- is an accomplished educator as shown by student learning
- has completed cooperating teacher training (including co-teaching strategies) by the EPP within three weeks of being assigned to a clinical teacher
- is currently certified in the certification area for which the clinical teacher candidate is seeking certification.
Cooperating Teacher Duties
The certified educator guides, assists and supports the candidate during their clinical teaching in areas such as planning, classroom management, instruction, assessment, working with parents, obtaining materials and adhering to district policies. The cooperating teacher reports the candidate’s progress to that candidate’s field supervisor.
POP Cycle
The evaluation process used at East Texas A&M University. A POP “cycle” consists of:
- a pre-conference to review the teacher candidate's lesson;
- observation and scripting of the lesson by field supervisor to gather evidence;
- post-conference meeting with the teacher candidate to review evidence, coach and assign ratings;
- and uploading portions of lessons as directed by the center coordinator or field supervisor.
Standard Certificate
When applying for certification during the Clinical Teaching II semester, our candidates submit an application with the Texas Education Agency, (TEA). Choose the standard certificate option; apply for fingerprinting at this time if you have not already done so.
Definitions Specific to Yearlong Residency
Campus Supervisor
A school administrator or designee responsible for the annual performance appraisal of a candidate pursuing a residency certificate. This individual meets with the field supervisor, candidate, and host teacher at least three times each semester of residency to support the candidate's growth and development as a teacher.
Enhanced Standard Certificate
This certificate is only available to candidates who are formally selected and classified as residency route candidates. Due to the extensive nature of requirements beyond clinical teaching, candidates should verify with the EPP that all performance and other criteria have been met prior to submitting an application with the Texas Education Agency, (TEA).
Host Teacher
For a teacher residency candidate, an educator who is jointly assigned by ETAMU and the campus administrator who supports the candidate through co-teaching and coaching during their teacher residency field placement. Host teachers are jointly selected by the EPP and the school district.
Host Teacher Duties
The host teacher co-teaches with the teacher resident, gradually releasing instructional responsibility and lead instruction time to the candidate. The host teacher guides, assists, gives feedback to, and supports the candidate during the candidate’s residency in areas such as lesson preparation, classroom management, instruction, assessment, working with parents, obtaining materials, and district policies. The host teacher reports the candidate’s progress to that candidate’s field supervisor at least monthly and participates in frequent collaborative meetings designed to support the resident's progression through the clinical experience.
Host Teacher Qualifications
Host teachers are EC-12 classroom teachers in the partner school district who have been selected to host a residency candidate in their classroom. The host teacher has at least three years of teaching experience; ratings of proficient or above on at least 3 of their annual evaluations; demonstrated evidence of positive impact on student learning; and possesses other dispositional criteria determined by ETAMU and the partnership district. The host teacher must complete host teacher training (including co-teaching strategies) provided by the EPP within three weeks of being assigned to a resident and again during the second semester of residency. The host teacher must be currently certified in the certification area for which the residency candidate is seeking certification. An individual may not serve as both the host teacher and field supervisor.
Performance Gates
Assessment measures to monitor a candidate's performance during the residency, determine progression in the residency experience, and include plans for formal supports and interventions when performance criteria are not met at an established gate. For the residency clinical experience at ETAMU, the four POP Cycles (formal observations) serve as performance gates. For information on how POP Cycles function to monitor candidate progression throughout the residency, see the sections of this handbook on POP Cycles for residency candidates and the section on Gradual Increase of Professional Responsibility.
POP Cycle (Residency)
The evaluation process used at East Texas A&M University. A POP “cycle” consists of:
- a pre-conference to review the teacher candidate's lesson;
- observation and scripting of the lesson by field supervisor to gather evidence;
- post-conference meeting with the teacher candidate to review evidence, coach and assign ratings; and
- uploading portions of lessons as directed by the center coordinator or field supervisor.
The POP Cycle functions as a performance assessment to determine candidate progression of instructional responsibility in the classroom of residency. This is done in collaboration with the ILT and proficiency in specific areas of each POP Cycle are required to satisfactorily complete the residency.
Residency (select districts and candidates)
One form of the culminating clinical experience in a teacher preparation program. The yearlong residency is a separate classification of clinical experience from traditional clinical teaching. This is a supervised educator assignment for an entire school year through a partnership between ETAMU and a public school accredited by the TEA that may lead to completion of an enhanced standard certificate. Candidates in residency participate in a full range of professional responsibilities. The resident is placed in the classroom of a highly qualified host teacher and the campus supervisor is an additional member of the team supporting the development of the candidate. Teacher residency may be paid or unpaid depending on the agreement with the partnership district. Throughout the duration of the residency, candidates must accrue a minimum of 750 hours, at least 400 of which involve co-teaching and leading classroom instruction. There are other additional requirements beyond traditional clinical teaching.
Residency Semester I
This is the initial semester of residency. Candidates must attend and begin logging hours in their assignment on the first instructional day of the EC-12 district's academic calendar. During residency, teacher candidates report to their field placement for a minimum of 21 hours each week. Candidates must also attend a weekly seminar for university course content.
Residency Semester II
This is the final semester of residency. During residency, teacher candidates report to their field placement for a minimum of 21 hours each week. Eight seminar days occur during this semester and are spread out across the semester. The final residency semester ends when the EC-12 instructional calendar is over, which in many cases is after the university calendar ends for the semester. Candidates must continue working in their placement until the final EC-12 instructional day is over.
Teacher Resident
Pre-service teacher who is assigned to a certified host teacher in an accredited public school as part of a Texas teacher residency program.