ࡱ> 352g bjbjVV 4$r<r<"""""6666R6fffffAAAz||||||$st"AAAAA""ffmmmA"f"fzmAzmmfsW:f0,"|mAAAmAAAAAAAAAAAAAAAA : °ϲ English Education Problem Solving Sequence (Undergraduate) When a collaborating teacher (CT), university supervisor (US), or °ϲ instructor (KI) notices a trend in candidate dispositions that could jeopardize the candidates future success in the classroom, the following process will be used: CT, US, or KI documents occurrences of the problem (using Feedback Form for English Education Candidates or other equivalent method) and shares this documentation with the candidate, Undergraduate Program Coordinator and/or Director of English Education. In field placement-based problems, documentation should also be shared with English Educations Coordinator of Field Experiences. A conference will be held between the candidate, the Undergraduate Program Coordinator and/or the Director of English Education. When the problem(s) is °ϲ-based (such as consistently turning in late assignments, arriving late to class, etc.), the initiating KI may attend the conference. When the problem is field-placement-based (such as failing to plan lessons in a timely fashion), the US and/or CT may attend the conference, as well as English Educations Coordinator for Field Experiences. At least two English Education faculty must be present at all remediation conferences. During the conference, the problem and related issues will be clarified and potential remedies explored. A specific date for resolution of the problem(s) will be established. The problems and proposed solutions must be shared in writing with the candidate. If, following the conference, any of the involved parties still feel there is a problem, an additional opinion may be obtained from °ϲϒs Coordinator of Field Experiences another °ϲ supervisor another °ϲ faculty member another classroom teacher at the candidates field placement the principal at the candidates field placement °ϲϒs English Department Chair If the situation fails to improve by the established date, a Problem Identification Form will be completed in a conference that includes the candidate, the Undergraduate Program Coordinator and/or Director of English Education. If the problem is °ϲ-based, the initiating °ϲ Instructor may attend. If the problem is field placement-based, any (or all) of the following may attend: the Collaborating Teacher, the University Supervisor, the Coordinator of Field Experiences, and/or the candidates instructor for ENED 4414. At least two English Education faculty must be present at all remediation conferences. The Problem Identification Form will be written by either the Undergraduate Program Coordinator or Director of English Education, in conjunction with the initiating party (such as the US or KI). Begin by clearly stating the problem(s) in behavioral terms. Use the six domains of °ϲϒs Candidate Attitudes Rubric and their key elements, document the specific area(s) that is/are problematic. Articulate behavior changes to ameliorate the problem(s), making sure that the articulation allows for clear determination whether or not the student teacher has achieved the desired changes. Establish and record a timeline within which the issue must be remedied. Include a date for follow-up conference on the timeline. The Undergraduate Program Coordinator collects additional opinions, evidence, and observations; takes notes at each meeting; is responsible for follow-through on mutually agreed upon process. If the problem persists and the terms of the Problem Identification Form are not met, a joint conference of °ϲ faculty will be scheduled to determine appropriate next steps. The Undergraduate Program Coordinator and Director of English Education will be present at this meeting, along with other involved parties (e.g., Coordinator of Field Experiences, US, CT). In extreme cases in which remediation does not address the issues in question, candidates may be subject to dismissal from the program The goal of the problem solving sequence is to identify and document problems as they arise, stating issue(s) specifically (in behavioral language), and articulating a desired change and the steps necessary to enact the change. 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