College of Education Coronavirus Policies and Procedures
The College of Education is prepared to respond effectively to the novel coronavirus
outbreak. Should any of our policies or practices change as a result off the outbreak,
we will work to inform you as quickly as possible.
TO: College of Education Students FROM: Dr. Thomas E. Hodges, Executive Associate Dean for Faculty & Academic Affairs RE: Fall 2020 Clinical Experiences DATE: August 24, 2020
As the College of Education at the University of South Carolina finalizes clinical
experience placements for the Fall 2020 semester, we want to make you aware of several
policies related to the COVID-19 pandemic. In light of the University’s guidance regarding
our return to campus and alongside the AccelerateEd Task Force recommendations, the
College of Education will initiate the following policies regarding clinical experiences
for the Fall 2020 semester:
To the extent possible and under the advisement of academic programs and school partners,
the College of Education supports both face-to-face and virtual clinical experience
placements throughout Fall 2020. Students who are placed on action plans may be required
to complete face to face clinical experiences, even in situations where the student
has requested a virtual clinical experience, which could delay program progression.
Students participating in face to face clinical experiences, including course-embedded
clinical experiences, must complete the Academic Internship/Clinical Practicum Participation Acknowledgement of Risk and Waiver
of Liability prior to attending the clinical experience.
In situations where University or College policy is in conflict with school district
policy, the most restrictive policy should be followed regarding the clinical experience
setting. Academic programs will work with Gamecock EdQuarters to ensure that district
and school policies, including arrival and departure times, days of attendance, and
other schedule modifications are communicated to students.
Consistent with University policy, clinical experience students who interact with
anyone, including a student, teacher, administrator, or other school personnel in
the clinical experiences setting who test positive for COVID-19 should immediately
inform their clinical experience supervisor (university supervisor, course instructor,
program coordinator, etc.) and should self-quarantine for a period of up to fourteen
(14) days, but may be released when indicated by University Health Services. Accommodations
for students in quarantine will be made by individual programs.
Students who test positive for COVID-19 should self-isolate for a period of at least
ten (10) days, and up to a period of time determined by the student’s health care
professional. The student should immediately inform their clinical experience supervisor.
The student may reenter the field under advisement of their health care professional,
and may be required to provide written release from that health care. As a part of
a public health emergency, the College of Education will inform clinical placement
sites of positive COVID-19 tests to avoid further spread or control an outbreak, particularly
in situations where there is concern that the clinical experience student may have
been positive while engaging in the clinical experience. Accommodations for students
in isolation will be made by individual programs.
The College of Education will continue to communicate with you throughout the semester
regarding any changes in policies or plans. Please feel free to reach out to Dr. Chris
Burkett, Executive Director of Gamecock EdQuarters, at firstname.lastname@example.org with any ideas, questions or concerns you may have.
Check-in daily with employees, be available and responsive,
Provide guidance on assignments and tasks. Listen to those under your supervision
who have homecare responsibilities while working at home. Do your best to be flexible
and accommodating. If necessary, consider assign other members of your team to help
if it is needed.
Give a clear outline of expectations and responsibilities.
Ensure employees have the IT hardware, software and professional tools to complete
their work effectively at home. If connectivity issues are encountered, work with
COE IT to resolve.
Effectively monitor the completion of work assigned to employees in your area. Consider
the use of regular status reports. Make use of video or telephone conferences as needed
to provide direction and monitor the status of work.
Approve weekly timesheets for non-exempt employees as usual. For those employees who
are unable to enter time due to connectivity issues, assist with time entry as needed.
Work your regular hours if possible, but if due to childcare or other needs, work
at the time most suitable for you. Prioritize your work, and if limited in time do
the high priority work first. Should childcare or other home responsibilities impair
your ability to work, raise these with your supervisor.
Check-in with your Supervisor at least daily, and track your hours worked in the Time
and Absence System as you would have in the office.
Be available by phone/email during core business hours, and be as responsive as is
possible to all communications.
Ask questions on assignments as needed. If possible, plan your workday as you would
have if you were in the office.
Provide your supervisor with regular status reports for assigned tasks.
Remember you may be working with confidential information. Treat the confidentiality
of your work accordingly.
TO: College of Education & Professional Education Unit Students FROM: Dr. Thomas E. Hodges, Associate Dean for Academic Affairs RE: Updated Response to COVID-19 DATE: March 11, 2020 _____________________________________________________________________________
The University of South Carolina has issued information about COVID-19 to the University
community, including travel restrictions and alerts, spring break tips, and other information from the
Center for Disease Control and World Health Organization. Information distributed to the University community is
available at the university's novel coronavirus page. Two items of importance to your academic experiences were announced today:
1. Classes will be canceled for the week after spring break (March 16 – 22). 2. From Monday, March 23 through Friday, April 3, we will suspend all face-to-face
instruction in lectures, discussion sections, seminars and other similar classroom settings and move to virtual
The College of Education has been in communication with the Provost’s office regarding
particular student issues. Below are plans for the time periods above for specific student populations within
the College of Education and for field experiences, the Professional Education Unit at large.
Undergraduate and graduate students engaged in full-time internship experiences. All full-time internship experiences are canceled for March 16 – 22. This includes both your internship
experiences and any planned seminar courses associated with those internships. Your program faculty
and university supervisors, as applicable, are being made aware of this cancelation. You should plan
to return to your internship experience as originally scheduled on Monday, March 23rd. All internship
experiences taking place this week may continue as planned. If you are concerned for your personal health
and well-being related to your internship experience, please contact your university supervisor and
Undergraduate and graduate students engaged in any practicum, early internship, or
embedded field experiences in courses (other than full-time internship). You will not attend your field experience setting between March 16 – April 3. This includes experiences that reside on the University
of South Carolina campus. You should communicate with course instructors with regards to plans
for online instruction during March 23 – April 3. Please also allow time for your course instructors/supervisors
to thoughtfully consider options for you that make the most of the instructional time
Doctoral student qualifying and comprehensive exams, and proposal and dissertation
defenses. All aforementioned items are canceled March 16 – 22. All exams and defenses scheduled
for March 23 –April 3 should either be rescheduled or moved to distance/virtual format
in consultation with your faculty advisor(s).
Graduate, Teaching, and Research Assistants. Please see the separately attached announced letter to faculty and staff from the university.
The College of Education and Professional Education Unit are committed to providing
you the best educational experience possible. The unique challenge presented with COVID-19 requires some flexibility
and grace for faculty, staff and students alike. This is an ongoing situation and may have additional updates
and changes based on available information as well as consultations from university and health officials. Please
feel free to reach out to your academic advisor and course instructors with questions you may have.
Emergency Provisions for Clinical Experience (Student Teaching) Requirements
Approved by the State Board of Education March 10, 2020 Download pdf
Emergency Provisions for Clinical Experience (Student Teaching) Requirements This policy provides guidance to educator preparation providers regarding clinical
experience (student teaching) requirements in the event that unexpected or emergency events and
circumstances cause extended closures of South Carolina’s institutions of higher education
and/or the state’s PK–12 public schools. If such closures are related to public health
emergencies, including but not limited to pandemic illness, candidates must adhere
to all policies of the enrolling institution, the school districts in which they have
been placed for clinical experiences, the South Carolina Department of Education (SCDE),
and state and federal health agencies.
Clinical Experience Requirements On August 8, 2012, the State Board of Education (SBE) approved the following minimum
requirements for the clinical or student teaching experience:
The clinical experience must be the equivalent of a minimum of twelve weeks or sixty
full days. The candidate must teach independently a minimum of ten full days in one setting.
During the clinical phase, the candidate adheres to the daily schedule of the cooperating
teacher including activities such as bus duty, faculty meetings and parent conferences.
Each candidate is supervised by one or more clinical faculty from the institution
of higher education (IHE) who has preparation in both the supervision of education
and in the teaching area of the candidate and is trained in the state’s system for
Assisting, Developing, and Evaluating Professional Teaching (ADEPT).
Each candidate must be supervised by one or more school-based clinical faculty (i.e.,
the cooperating teacher) who is trained in the ADEPT system.
Expanded ADEPT System Requirements for Pre-service Teachers On April 10, 2018, the SBE approved the following requirements for teacher candidates
as part of the Expanded ADEPT Support and Evaluation System Guidelines:
During student teaching, each teacher candidate must receive formative observations,
written and oral feedback, and assistance regarding all South Carolina Teaching Standards
(SCTS) Indicators from both the IHE and his or her school-based cooperating/supervising
teachers throughout the clinical practice.
The formative evaluation process must include a minimum of four classroom observations
(including at least two formative observations by the IHE supervisor and at least
two formative observations by the school-based supervisor), each followed by appropriate
feedback and assistance.
Teacher candidates must receive a minimum of two summative classroom observations
regarding the SCTS Indicators.
Both the IHE supervisor and the school-based supervisor must participate in the summative
The summative evaluation process must be aligned with the Expanded ADEPT summative
evaluation guidelines, must include appropriate data collection and evidence documentation
procedures (including a minimum of two classroom observations—one by the IHE supervisor
and one by the school-based supervisor), and must ensure that the candidate receives
written feedback on his or her performance in terms of each of the SCTS Indicators.
Requirements for Modifying the Clinical Experience As necessitated by extended periods of school closure, providers have flexibility
to arrange temporary placements in other appropriate settings, provide virtual learning
opportunities, or implement alternative assignments and instruction. In the event
of closures that prevent teacher candidates from completing a clinical or student
teaching experience of at least sixty days, providers should work with partner districts
and schools so that candidates still have meaningful opportunities to apply the knowledge
of content and pedagogy they have gained in academic settings and prior field experiences.
These opportunities include designing lessons and units of instruction, selecting
and implementing instructional strategies, teaching lessons and content, assessing
learning to evaluate student progress and inform instructional decisions, creating
supportive learning environments, and managing the classroom effectively.
At minimum, providers must ensure that:
the impacted clinical experience remains as close as possible to sixty days;
candidates teach independently as close as possible to the ten full days, but at least
eight days (or the equivalent number of school hours), during which the candidate
assumes primary responsibility for the cooperating teacher’s daily instructional schedule;
candidates receive a minimum of two formative ADEPT evaluations (one by the IHE supervisor
and one by the cooperating teacher), written and oral feedback, and assistance related
to the SCTS Indicators;
candidates receive a minimum of two summative classroom observations regarding the
SCTS Indicators and that both the IHE supervisor and cooperating teacher participate
in the provider’s approved summative evaluation process and evidence documentation
each candidate receives written feedback on his or her performance in terms of each
of the SCTS indicators and overall success in completing the requirements of the provider’s
Under this policy, providers have flexibility to make comparable emergency provisions
for clinical experiences in educator preparation programs leading to initial certification
in service fields (i.e., library media specialist, speech-language therapist, and
Any extended period of school closure may negatively impact a candidate’s ability
to improve his or her performance over time. In instances in which a provider determines
that school closure has impeded a candidate’s ability to improve upon identified performance
deficiencies in order to complete the clinical experience successfully, the SCDE urges
providers to consider possible options for candidates they believe may be successful
with additional time and support. These options might include extending the clinical
experience for the candidate, if possible, or assigning a grade of Incomplete until
the candidate can return to the clinical setting. The SCDE recognizes that providers
must follow policies in place at their respective institutions in determining such
Providers that modify the clinical experience under this emergency policy must provide
written notification to the SCDE through a process and timeline to be communicated
by the Office of Educator Services.
This memo was distributed to College of Education students on March 5, 2020
TO: College of Education & Professional Education Unit Students FROM: Dr. Thomas E. Hodges, Associate Dean for Academic Affairs RE: Response to COVID-19 & Clinical Experience Placements DATE: March 5, 2020
The University of South Carolina has issued information about COVID-19 to the University
community, including travel restrictions and alerts, spring break tips, and other
information from the Center for Disease Control and World Health Organization. Information
distributed to the University community is available at the university's novel coronavirus page.
The College of Education has developed contingency plans for clinical experiences
(internships, practicums, student teaching, site-based courses, research, etc.) in
the event campus operations are interrupted. Two potential scenarios exist:
Should classes be canceled for a period of time, all students engaged in clinical experience settings will not
continue their clinical experience for the duration of the cancellation.
Should classes be moved online for a period of time, all students engaged in clinical experiences will continue
in their clinical experience, subject to state and local agency decisions governing
the clinical experience settings.
The following are expectations of you related to COVID-19:
For the remainder of the Spring 2020 semester, students engaged in clinical settings are required to notify the College of Education
of all travel outside the United States. Students, faculty or staff traveling to a country with a CDC Travel Warning - Level 3 or an area experiencing widespread or sustained transmission of COVID-19 will be
asked to self-quarantine for 14 days upon return at their permanent residence or at
an off-campus location before they can return to campus or the clinical experience
setting. Travelers could also be subject to assessment by federal health officials
at airports upon re-entry into the U.S. or restricted travel within your community
by South Carolina health officials. Submit notification of travel outside the United States to Ms. Maggie Frick (email@example.com).
Students engaged in clinical settings should follow all state and local agency expectations
of the faculty and staff employed in the clinical experience setting. That is, any
policies related to COVID-19 that govern employees of the setting must also be followed
by clinical experience students.
In the event of absenteeism related to pandemic illness, the College of Education
will work with students to address make-up of time, if necessary.
Finally, the College of Education remains in ongoing communication with the South
Carolina Department of Education, Office of Educator Services, regarding required
clinical experiences impacting eligibility for certification and will address those
needs directly with impacted students.
Challenge the conventional. Create the exceptional. No Limits.