Residency Supervisors

The university supervisor is a member of the staff of East Tennessee State University and serves as a liaison between the residency candidate and the mentor teacher.

If you are interested in supervising residency candidates, please complete the University Supervisor Application. This application cannot be submitted without uploading a resume and letter of recommendation. Please have these documents ready before beginning. 

  • University Supervisor Requirements and Qualifications 

    Office of Educator Preparation

    Required criteria for University Supervisors

    1. Must hold a Master's Degree  (15+ years of teaching experience may be considered in lieu of master's degree). ​​​
    2. Minimum of three years teaching experience in a Pre-K-12 school setting.
    3. Recommended by previous principal and/or district leader. 
    4. TEAM Training Certified or willingness to obtain TEAM Training Certification.


    Other qualifications to be considered include a combination of the following:

    1. Documented teaching experience in a grade band or in content hired to supervise. 

    2. Experience as a school or district administrator.
    3. A teaching license in the content area and/or grade band hired to supervise.
    4. Awards or special recognition for teaching.

2022-2023 Supervisor Award: 

Kim Cassell


Kim was nominated by faculty members in the Department of Early Childhood Education and numerous residency candidates, who had this to say about Kim.

Kim Cassell

“Ms. Cassell is dedicated to her role as a field supervisor and provides coaching, mentoring, and amazing resources for the candidates she supports. Kim is an asset to our program, modeling superior educator dispositions, and providing experienced strategies in her feedback. Not only does she provide content knowledge and pedagogy expertise, but Kim also supports the emotional well-being of candidates. Kim Cassell is an example of what it means to be a servant leader.”

“Ms. Cassell also had numerous residency candidates that wrote about how she has supported, encouraged and impacted their teaching during their residency year, and share how she also goes above and beyond what she is asked to do and will also be an important person in their life."

 

Important Information

  • ETSU Supervisor Awards and Recognitions

    2022-2023 Supervisor of the Year

    • Kim Cassell, Early Childhood Education

    2021-2022 Supervisor of the Year

    • Jennifer Carter, Curriculum and Instruction 

    2020-2021 Supervisors of the Year

    • Angela Shelton, Department of Early Childhood Education
    • SuEllen Whitson, Department of Curriculum & Instruction

    2019-2020 Supervisors of the Year

    • Janice Cloud, Department of Curriculum & Instruction
  • Handbook and Resources 
  • Observations and Conferences

    University supervisors are advocates and liaisons between the university, residency candidates, and their mentor teachers. University supervisors will make at least 6 observational visits during the residency year to complete formative assessments. 

    • Multiple observations should not occur on the same day. 
    • Additional observations may be necessary, particularly if residency candidates are not making adequate progress. 
    • Following each observation, provide oral and written feedback to residency candidates and mentor teachers. These evaluation rubrics and feedback should be included in Watermark.
    • Expect to visit residency candidate’s classroom once a month.

     

    During Residency I, university supervisors will evaluate one lesson plan using the ETSU lesson plan rubric, and complete two informal teaching observations using the Informal Teaching Evaluation Rubric, and 1 TEAM observation using the TEAM Evaluation Rubric for each candidate they are supervising. During Residency II, university supervisors will complete a second lesson plan evaluation, two informal teaching observations using the Informal Teaching Evaluation Rubric, and 1 TEAM observation using the TEAM Evaluation Rubric with each candidate they are supervising (see assessment schedule below). 

     

    University supervisors’ visits will be scheduled in advance and supervisors will collaborate with candidates to schedule visits and share their expectations for pre- and/or post-conferences. Candidates MUST use the ETSU Lesson Plan Template for Informal Teaching Evaluations and TEAM Evaluations completed by their university supervisors and submit lesson plans a minimum of 2 days before scheduled observations.

     

    If residency candidates are not making adequate progress, alert the Program Coordinator and/or Department Chair. In some cases, more extensive written documentation of weekly observations or conferences may be requested, or a Developmental Plan may be required. Care should be taken to provide an accurate and specific description of the residency candidate’s competencies in evaluations, as these will become a part of the candidate’s file.

    Assessment Schedule

     

  • Roles and Responsibilities of the University Supervisor 

    University Supervisor Roles and Responsibilities 

    • In becoming a caring professional
      • Provide an example by modeling behaviors of support, interest, and concern for the residency candidate’s professional growth and development.
      • Establish and maintain communication between residency candidate and mentor.
      • Works closely with the Director of Field Experiences and Residency and the academic departments to maintain good public relations and communications with all personnel involved in the residency program.
      • Arrange an introductory visit with residency candidates before or during the first week of the residency experience during which all the expectations and responsibilities will be discussed by going over the evaluation instruments and answering any questions. An orientation meeting with the mentor will also take place by the first week of each placement.
      • Help the mentor teacher in guiding the residency candidate through a successful and rewarding experience.
      • Aid the residency candidate in gaining self-confidence and provide sympathetic understanding and professional coaching to help alleviate the tensions that often accompany residency placement.  
    • In becoming an effective practitioner
      • Act as a resource and an instructional guide by recommending strategies, techniques, books, videos, journal articles, and other resources that may assist the residency candidate in his/her practice.
      • Assist the residency candidate in gaining meaningful school-wide experiences during the Residency II experience.
      • Visit the residency candidate in the classroom for observations and feedback according to the visitation schedule for Residency I and Residency II. An observation form is completed during each visit.
      • Confer with the residency candidate following each observation. The university supervisor shares all notes and reports prepared as a result of the observation with the residency candidate.
      • Confer with the mentor teacher during each visit to receive progress reports (Mentor Quick-Check Form and observations that have been completed by mentor).
      • If a situation demands additional visits, the university supervisor is responsible for informing the residency candidate and arranging the additional visits.
      • Complete a Development Plan if a situation warrants, in collaboration with the mentor and residency candidate, and provides additional guidance and support to address the situation.
         
    • In becoming a critical thinker
      • Encourages the residency candidate to question his/her behaviors as well as the behaviors of the students in the classroom.
    • Residency Candidate Attendance

      • Monitor residency candidate’s attendance on a monthly basis through Watermark.
      • Immediately call or e-mail the Director of Field Experiences and Residency, Department Chair and/or Program Coordinator with attendance concerns.



    Pre-Residency

    *Because university supervisors following the ETSU calendar, they will not begin their supervisor role until Residency I begins at the end of August. Candidates will receive support from their program of study and the Office of Educator Preparation during this time. 

    • Attend the pre-residency meeting for residency candidates if possible, if unable to attend, watch the video recording of the meeting.
    • Attend mentor teacher training if possible, if unable to attend, watch the video recording of the meeting.
    • Complete TEAM Training and submit your certification to the Office of Educator Preparation.
    • Sign and return the Travel Authorization form to the Office of Educator Preparation once the Placement Coordinator has emailed it to you.

    Residency I

    • Review the Residency Handbook and Mentor Teacher/University Supervisor Handbook.
    • Attend monthly supervisor meetings (August through December)
    • Schedule initial meetings with mentor teachers and residency candidates to review requirements and answer questions.
    • Check Watermark twice a month to ensure candidates are entering their attendance and that mentor teachers are approving these hours on a weekly basis.  Report any attendance issues to the Program Coordinator and/or Department Chair and Director of Field Experience and Residency.
    • Submit travel claims to the Placement Coordinator by the end of the first full week of each month.
    • Complete 1 Lesson Plan evaluation during Residency I and check with mentor teachers to ensure candidates are submitting lesson plans at least 2 days in advance.
    • Complete and/or upload observations and evaluations in Watermark  using the Informal Teaching Evaluation and Rubric and TEAM Evaluation Rubric (See Observation and Evaluation Schedule). Reflect with candidates after each observation.
    • Follow up with mentor teachers during or after school visits to discuss candidates’ strengths, and areas of refinement (This can be in-person, via email, or zoom session).
    • Check and review the Residency Candidate Performance Checklist submitted by mentor teachers. (Report any disposition issues to the Program Coordinator and/or Department Chair and the Director of Field Experience and Residency).
    • Complete the Educator Disposition Assessment at the End of the Semester using feedback from the Residency Candidate Performance Checklist completed by mentor teachers.
    • Review Watermark at the end of the semester to ensure all attendance has been submitted and approved, all evaluations and observations have been completed, and all Performance Checklists and Reflective Summaries are in Watermark.

    Residency II

    • Attend monthly supervisor meetings (August through December)
    • Check Watermark twice a month to ensure candidates are entering their attendance and that mentor teachers are approving these hours on a weekly basis.  Report any attendance issues to the Program Coordinator and/or Department Chair and Director of Field Experience and Residency.
    • Submit travel claims by the end of the first full week each month.
    • Complete 1 Lesson Plan evaluation during Residency II and check with mentor teachers to ensure candidates are submitting lesson plans at least 2 days in advance.
    • Complete and/or upload observations and evaluations in Watermark using the Informal Teaching Evaluation and Rubric and TEAM Evaluation Rubric (See Observation and Evaluation Schedule). Reflect with candidates afterward each observation.
    • Follow up with each mentor teacher during or after school visits to discuss candidates’ strengths, and areas of refinement (This can be in-person, via email, or zoom session).
    • Check and review the Residency Candidate Performance Checklist submitted by each mentor teacher. (Report any disposition issues to the Program Coordinator and/or Department Chair and the Director of Field Experience and Residency.
    • Complete the Educator Disposition Assessment at the End of the Semester using feedback from the Residency Candidate Performance Checklists completed by mentor teachers.
    • Review Watermark at the end of the semester to ensure all attendance has been submitted and approved, all evaluations and observations have been completed, and all Performance Checklists and Reflective Summaries are in Watermark.
    • Complete the Supervisor Survey on every mentor teacher that you have worked with this year.
       

  • Student Learning & Licensure (Watermark)

    Watermark is an internet-based subscription service that allows residency candidates, instructors, mentors, and supervisors to create, share, and collaborate on educational curricula. Candidates can upload their work and other documents to share with their instructors and other stakeholders. During the residency year, candidates, mentor teachers, and university supervisors will connect on this shared space, complete observations and assessments, and attach additional documents (reflection summaries, performance checklist, etc.) related to the candidates’ residency placement. Candidates will also log their residency hours in Watermark so their mentor teachers can approve and university supervisors can monitor. Mentor teachers need to check Watermark weekly to confirm candidates are logging their hours and approve their hours. This ensures residency candidates are adhering to their set schedule as well as arriving and departing school on time.

    • Setting Up Your Account

      Accessing Watermark Student Learning & Licensure Login:

      1. You should receive an email from Watermark to begin the login process (In some instances it may go to your spam or junk folder). If you do not receive and email, you can use the following link to login to Watermark: Faculty & Supervisor SSO Login
      2. Use your school email address as your username, and you will receive a prompt to create a password.

      Once you access Watermark you will need to work with your candidate to complete the following Preresidency requirements:

      1. Approve your candidate’s logged hours on a weekly basis.
      2. Provide your candidate with information to complete the Residency Placement Information Document by August 25, 2023. (Students will upload this document in Watermark)

      We have also included some links to helpful instructions and videos below:

      • Field Experience Mentor Guide
      • Approving or Rejecting Student Time Log Entries (Video)
      • Reset Password

      If you have trouble logging into Watermark or any additional questions, please email the Office of Educator Preparation at edprep@etsu.edu.

      Please follow the instructions below to set up your Watermark account.

    • Watermark Requirements
      • Supervisors need to check Watermark every two weeks to confirm candidates are logging in their hours and mentor teachers are approving these hours on a weekly basis. **If there are attendance concerns or if candidates miss 5 or more days during RII, contact the Office of Educator Preparation.
      • Complete the Informal Teaching Observation and Rubric (2 times during Residency I and 2 times during Residency II (1 time in each placement).
      • Complete the CAEP Lesson Plan Rubric and TEAM Evaluation each semester (1 time during Residency I and 1 time during Residency II)
      • Complete the Educator Disposition Assessment (EDA) once at the end of RI and once at the end of RII (Use the Residency Candidate Performance Checklist completed by mentor teacher for support).
      • Check to see that mentor teachers are completing all Watermark requirements in a timely manner and that residency candidates have completed the EDA self-assessment during pre-residency and at the end of RII.
  • Visits and Evaluation Schedule

    Residency Candidate Evaluations

    • Participate in evaluations in collaboration with the mentor teacher and residency candidate.
    • Complete and submit in Watermark the Informal Teaching Evaluation of the residency candidate’s progress during each scheduled observation.
    • Immediately call or e-mail the Director of Field Experiences and Residency, Department Chair and/or Program Coordinator with concerns.
    • If problems arise, collaborate with mentor teacher to design a Development Plan.
    • Care should be taken to provide an accurate and specific description of the candidate’s competencies in evaluations, as these will become a part of the candidate’s file.

    See the Observation and Evaluation Schedule for information regarding Supervisor visits.

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