Student Learning & Licensure (SLL) – for Supervising Faculty

    Supervising Faculty Log in Directions

    Please use the SSO link below and enter your St. Olaf email.

    https://login.watermarkinsights.com/connect/stolafcollege 

    You will also receive an email from watermarkinsights when students are placed with you in SLL that contains a link to access this data management system. Otherwise, please visit this login: sll.watermarkinsights.com, use your work email as the user name, and click on “Forgot Password” to have a password reset link emailed to you. Emails from Watermark might go to your Spam folder, so if you didn’t receive emails, you could check there. If you have trouble logging in, please let us know at education@stolaf.edu

    Faculty Directions for Assessing Activities

    Video Directions from Watermark
    • Log in to SLL
    • Click on “In Progress” on the left hand side menu.
    • You can filter by semester at the top of the screen.
    • Click on the name of the course in which the activity as assigned.
    • Click on the activity (or assessment) name.
    • You will see a list of students on the right. If the student has submitted, you will see that the “Submission Status” says “Submitted” along with the date of submission.
    • Click on the student name.
    • You can either view or download the assignment. View will open the assignment in the left-hand window.
    • On the right side, you will see the “Assessment Panel” with the rubric. Hover over the checkmark to see the standard being assessed. Click “View Rubric Details” to see the criteria for each level (Emerging, Basic, Proficient). Select the rating that reflects the student’s work. There is no expectation that you provide comments on the rubric.
    • If the student meets the standards (score of 2 or 3), “Submit” the score. You can also “Save” your work if you did not complete the rubric. 
    • If the student needs to revise, click “Request Revision,” which will return the assignment to the student. You will need to email them so they know what to revise and that the activity has been returned to them. They can resubmit, and you will be able to assess the new assignment. Ask the student to highlight changes that they made to their submission so it is clear to you what they have revised.

    Individual Development Plan Contributions

    • SLL Login→Student Learning and Licensure→ In Progress→IDP – Individual Development Plan, EDUC IDP→Activities→IDP→Click on student name→Create IDP on left side→on right side (rubric) select N/A→Submit
      • The student should be able to see their IDP under their “In Progress” link
      • At the end of the review term, return to the IDP and click “Undo” at the top right. Complete the rubric for the result of the IDP.
      • Click “Submit” and complete a new IDP (might be in a new “In Progress” course)

    CPAST Midterm Instructions for Specialist Supervisors

    • Completing the CPAST Midterm Evaluation Prior to Three-Way Conference
      • Log in to SLL; on the left side navigation, click “In Process.”
      • Scroll down and click on “EDUCATION 389.”
      • Under “Student Activities” make sure that the “View As” drop down box says “Supervisor” and not “Instructor.” 
      • Click on “CPAST Midterm,” and then the student you are evaluating (only complete for student teachers for whom you are the SPECIALIST supervisor).
      • In the CPAST Midterm evaluation page, you will see tabs at the top for student teacher, cooperating teacher, and college supervisor. Click on the “Supervisor” tab. 
      • YOUR individual rubric appears on the LEFT side of the screen. Each element of the rubric is listed with the four possible ratings. Likely, student teachers will receive ratings of 0-1 with a few 2’s. To earn a “2,” student teachers must meet ALL criteria listed. As the midterm evaluation is formative, student teachers will use this feedback to set goals for the remainder of their student teaching placement. At the final CPAST evaluation, student teachers should achieve predominately at the “Meets Expectations” level (a score of 2).
      • For each rating, jot down a few notes in the “Comments” box for evidence that supports your rating. This will be helpful during your three-way meeting with the student teacher and the cooperating teacher.  You can use the “CPAST Look Fors” document for likely sources of evidence for each criteria (under the “Resources” tab in the CPAST Midterm or on your paper handout).
      • Once you have completed all criteria in the rubric and comments, SAVE your response (WAIT to SUBMIT until you have completed the Consensus Rubric).
      • Email the Director of Assessment to let them know that you have completed your CPAST midterm rubric (or you will not be able to see the cooperating teacher scores).
    • Viewing Scores
      • To view student teachers’ self evaluation and the goals they set, click on the “Student Teacher” tabs.
      • Once the cooperating teacher completes their evaluation, you will be able to see their ratings by clicking on the “Assessments History” button at the top of the screen, selecting “Mentor” and then clicking on the “Cooperating Teacher” tab on the assessment screen. This will facilitate the three-way conference. 
      • Set a time for the three of you to meet by the deadline listed in the calendar – this can be done virtually and will likely not be able to be completed after a “regular” visit. It may take 45 minutes to complete.
    • Three-Way Conversation and Final Submission
      • During your three-way conversation, you can review each criteria, target for discussion areas in which the three of you disagree, or focus on areas in which student teachers need most improvement or have established goals. During the discussion, each person could have their rubrics available online to facilitate conversation.
      • Based on the discussion, determine a consensus score for each criteria. Suggestion: write these scores down and transfer them after the conversation.
      • Review the student teacher’s goals as a group. If the student teacher needs to revise (for example, if the goal is not measurable or appropriate or if an area for improvement is revealed during the three-way discussion), click on “Request Revision,” and that will allow students to make changes to their goals. They will need to resubmit the CPAST Midterm. Have them email you once the revision is complete.
      • Once you are ready to enter the consensus scores, open the Midterm CPAST again, click on “UNDO” at the top of the page. Enter your scores in the “CONSENSUS RUBRIC” on the right side of your assessment screen in the small rubric (you can also expand the rubric as well.)
      • Once the Consensus Rubric is completed, click on “SUBMIT.”
      • Email the Director of Assessment once you have submitted the final CPAST Midterm (with student teacher goals and consensus rubric finalized). They will submit the final consensus rubric, and everyone will be able to see all the rubric scores.
    • NOTE: The Instructor of the course must SUBMIT each CPAST midterm in order for it to be visible to cooperating teachers, supervisors, and student teachers (In Progress–>ED 389–>CPAST Midterm–>View as Instructor–>Select student–>SUBMIT). Any time there is a change, the Instructor will again have to SUBMIT for the changes to be seen (including after the consensus rubric is submitted). The Instructor may edit the rubrics for host and student teachers and the supervisor.

    Teacher Education Applications

    • Click on “Program Applications” on the left side navigation.
    • In the “Filter By” dropdown box, choose “Open.”
    • Scroll down to the “Teacher Education Application” hyperlink for the current term.
    • Under “Filter Applicants,” search for the applicant’s name.
    • Click on the student’s name. Student work is on the right hand side.
    • The applicant has uploaded an unofficial transcript – review it for concerning grades/GPA (look for classes in their major that are below a “B,” for example. Indicate any academic concerns in the dropdown box.
    • Review the personal statement about the Conceptual Framework. This should be a rather thorough essay, about 3-4 double-spaced pages that highlight their responses to the prompts. Please discuss any points of interest with the applicant. Indicate the quality of the personal statement in the dropdown box.
    • Review personal assurances – if the applicant has checked “Yes” for “Campus Disciplinary Action” and “Academic Integrity,” they should have provided an explanation in the text box. Review this with the applicant and check the appropriate concerns box.
    • Review the Disposition Self-Assessment Ratings that the student completed as a GoogleSpreadsheet here.) Discuss very high/low areas the student identifies. Professional Dispositions explained more fully here.
    • Review the Transition Point document with the applicant so they understand how they progress through the program.
    • Review the course plan that they created with their content area faculty member or create one with them. We have templates available for planning purposes (Education Shared Folder→Advising→Course Plans→Application Year→choose the appropriate course plan template) for you to use – make a copy for each student, save in the same folder as the template, give them editing access, and enter the Education and content courses in the plan. They will upload a copy of this to Gateways (under Interview/Course Plan). If they have already created a course plan, make sure it is shared with you and Lisa and that their Education courses are accurate.
    • If you have concerns about an applicant’s essay, transcript, program assurances, dispositions, or other area that could prevent them from being admitted, there are three vertical dots in the upper right corner, click on the three dots and “Add Internal Note.” Applicants will not see what you enter in this text box.
    • Click on “Submit Evaluation” when you have completed your review.
    • For Director of Assessment
      • If a student needs to redo their application, click on the red “Deny” button, provide a note to the student on what they need to revise, and click on “Allow Application to be Resubmitted.” Then click “Deny” again at the bottom of the popup window. The student will have a chance to resubmit their application. Once they resubmit, you can review again.
      • Once the review of the application is complete and there are no concerns, click on “Change Status” and dropdown “Conditionally Accepted.” In the “Note to Student” box, write “You are conditionally accepted pending your grade and attainment of standards in ED 295, field experience evaluation, GPA, and ED 295 instructor disposition. Music Education students cannot be fully admitted until they are admitted to the BM Music program.”

    Resources Curated Specifically for Supervising Faculty by Watermark

    Getting Started Video for Instructors: Instructor Account Overview

    Student Log in: Activating Student Account (to provide to your students, as needed)

    Help Center: Student Learning & Licensure 

    VIDEOS 

    Faculty Interface Tutorial – Assessing Activities (3 minutes)

    Faculty Interface Tutorial – Time Log Approval (2 minutes)

    Student Interface Tutorial – E Portfolios   (9 minutes)

    Student Interface Tutorial – Time Log Features (2 minutes)

    Student Interface Tutorial – Activities (4 minutes)