Daring Venture: Innovative Use of Clinical Placements and Performance Assessments AACTE 65th Annual Meeting March 1, 2013 Orlando, FL Participants Chico State University Ohio State University East Carolina University University of Northern Iowa •Maggie Payne •Phyllis Fernland •Linda Patriarca •Betty Beacham Georgia State University •Gwen Benson •Susan Ogletree •Sandra Stroot •Laquore Meadows •Dwight C. Watson •Mary Herring Daring Venture: Innovative Use of Clinical Placements and Performance Assessments Purpose - Present concrete, innovative models created between IHEs and Pk-12 school districts to prepare highly effective teachers. Provide the opportunity to engage with grantees around key ideas to discuss how they might integrate these into their programs. Goal - Through listening to the panel discussion and engaging in interactive, round table dialogue, session attendees will be able to gather information that will assist them in crafting innovations in their programs. TQP Grant Purpose …to improve student achievement By improving what we know has the greatest effect on improving children’s learning-Effective Teaching http://www2.ed.gov/programs/tqpartnership/applicant.html Daring Venture: Innovative Use of Clinical Placements and Performance Assessments The Rural Teacher Residency Program California State University, Chico Rural Teacher Residency • 18-month program with 12-month residency • Completion of preliminary elementary or special education credential and master’s degree • Cohorts of general and special education residents placed in high-need rural schools • Co-Planning/Co-Teaching model • Field-based assignments • Strong emphases on PLCs and RtI • Focus on action research in rural school classrooms Enhancing Clinical Practice • Intense, full-time, yearlong classroom experience • Integration of content and pedagogy with schoolembedded practice • Collaborative selection of mentors and residents • Simultaneous renewal of program, schools and mentors • Focuses on student achievement and classroom –based inquiry Measuring Program Effectiveness • Teaching Performance Expectations (TPEs) • Performance Assessment for California Teachers (PACT) • Field evaluations • CSU Exit Survey • CSU System-wide Evaluation of First Year Teachers • CSU Center for Teacher Quality (CTQ) Student Achievement/Teacher Performance Study • Qualitative Data and Faculty Research Pathway to an Effective Teacher Co-Teaching Internship Instructiona Clinical l Coach Teacher Teacher Candidat e Principal Investigator: Dean Linda Patriarca Program Director: Dr. Betty Beacham [email protected] Intern 1 Intern 2 COLLEGE OF EDUCATION AT EAST CAROLINA Teacher Quality Partnership at ECU CONCEPTUAL REFRAMING: 1.Planning and assessment as important as instruction 1.Clinical teacher and intern(s) focus on co-planning • Dialogue around goals • Activities to reach goals • Assessments to determine whether goals are met 1.Roles and responsibilities more collaborative than supervisory 1.Apprenticeship model employed-not supervisory model 1.Focus on K-12 students rather than on the student teacher DEFINING CO-TEACHING INTERNSHIP Co-Teaching Internship: What is Viewed as Innovative? INTERN: 1. Co-Planning—Integral part of the model 2. Using clear co-teaching strategies 3. Making instructional formats explicit (shared) 4. Increasing time for enhanced teaching practice throughout 15 weeks 5. Collaborating roles in an environment with continuous dialogue about content, students, and context CLINICAL TEACHER (SCHOOL): 1. Co-teaching—reduces class size ( 3 = 30, not 1 = 30), reduces negative behavior, and increases student engagement and individual attention 2. Dialoguing about planning, leading to better conceptualized and articulated lessons 3. Enhancing student achievement (St. Cloud data). (Since NC teacher evaluation now includes student achievement, co-teaching is viewed as positive for the teacher and school/district are more positive about taking student teachers.) UNIVERSITY: 1. Reducing placement need and increasing placement quality 2. Increasing more professional development for smaller cadre of clinical teachers 3. Creating a cadre of intern teacher leaders with common goals/processes ENHANCING CLINICAL PRACTICE Co-Teaching Internship: How Is Clinical Practice Enhanced? A. Nature of Co-teaching Occurring [Co-Teaching Strategies Chart] 1. What is the nature of co-teaching that is occurring? a. Number of co-taught lessons b. Types of co-taught lessons c. Progression of type of co-taught lessons 2. Does co-teaching occur more often in certain subjects? B. Co-Teaching Experience [Co-Teaching Survey] 3. What are the experiences of candidates in a 2:1 scenario as compared to those in a 1:1 scenario? 4. What are teacher candidates’ opinions of the co-teaching experience? C. Teaching Ability [Walkthrough form, Progress Reports, TPA Score, Final Evaluation] 5. What differences exist in the teaching ability of interns participating in co-teaching and those not participating in co-teaching? D. Dispositions [CSAT, Disposition Form] 6. Does co-teaching improve pre-service teachers’ ability to collaborate? 7. Does co-teaching affect pre-service teachers’ professional dispositions? E. Development of Teacher Self-Identity [Semi-Structured Interview Protocol] 8. Do the teacher self-identities of those involved in co-teaching during their internship differ from those not involved in co-teaching? F. Planning [Transcriptions from Recorded Planning Sessions] 9. What does the planning look like in co-taught classrooms? Does it differ from that occurring in traditional internship classrooms? G. Follow-up of Graduates 10.K-12 Student Achievement 11.Scores on the McRel Teacher Performance Appraisal Instrument 12. Scores on the CLASS Lite PROCESSES AND OUTCOMES Co-Teaching Internship: What are Measures of Effectiveness-Processes and Outcomes? Urban and Rural Residency Daring Venture: Innovative Use of Clinical Placements and Performance Assessments Network for Enhancing Teacher Quality (NET-Q) Georgia State University Network for Enhancing Teacher Quality • • • • Quick Facts: Residency and Pre-Baccalaureate Urban and Rural 29 LEAs 1000+ Teachers Prepared NCTAF GBP Most Innovative Features • Cohort Model • Research Projects: Teacher Intern Professor Model & Anchor Action Research • Special Need Population Inclusion Model • Mentor-Resident Model • Creating Professional Identities Enhanced Clinical Practice • Mentor-Resident Model • Cross Career Learning Communities • TLINC: Addressing Teaching in Isolation • Reciprocal Mentoring • Online and Face to Face Support Measuring Effectiveness • Student Growth • Teacher Growth • Data from Technology Device • Usage of Professional Growth Plans • TIP/AAR Project A*S*P*I*R*E Apprenticeships Supported by Partnerships for Innovation and Reform in Education The Ohio State University Dr. Sandra A. Stroot, Professor, PI Dr. Laquore Meadows, Project Director Co-Planning Co-Teaching • Co-Planning • • • • • Making better tasks. Asking better questions. Soliciting student thinking. Finding evidence of learning. Co-Teaching • Mentor and Intern working together to set the task. • Circulating the room to find evidence of learning. • Collecting artifacts of student work. Co-Assessing • • Assess for learning • How do we assess for learning? • (Identify evidence of student learning) • How do we document the evidence of learning that occurred (or didn’t occur)? • How do we widen the our lens about what counts for learning? Reflect on the Process • • Bring this experience beyond the episodic… • How do we apply our understanding about teaching/learning to new situations? • How do we document evidence of growth in our apprenticeship model of developing problem-solving urban educators? University of Northern Iowa Iowa Teacher Quality Partnership Grant • Define and integrate emerging attributes of effective teaching into in-service and pre-service programs • Integrate attributes of effective teaching evaluation process into pre-service; K-12 induction/mentoring; evaluator training programs oSupported by statewide integrated technology platform • Expand connectivity and clinical placements Iowa TQP Project Manager • Mary-Beth Schoeder-Fracek UNI Co-Primary Investigators • Mary Herring • Nadene Davidson UNI Project Manager • Leasha Henriksen Innovation: Immersive Clinical Practice Experiencing the Community o Recruiting/Retaining o Signature Community Event o Welcomed to School/Town o Valued as a Professional Enhanced Clinical Practice • • Week Long o Connected Lessons o Understand Role of Teacher Maximized Teaching Time o Pre-planning conversations o Connection with LEA students prior to experience Measure of Effectiveness Our Questions: 1. What contributes to effective teaching? 2. How are we impacting education in a rural setting? Measures: • Reflective Conversation Video Recording Just In Time Access Guiding Questions Online Evaluation Rubric Just In Time Access o o o • o Roundtable Discussions Discussion Questions: 1. What education reform initiative is being embraced at your college or university? 2. What are ways in which your college or university measure candidate effectiveness? 3. What are ways in which your college or university can enhance clinical practice? 4. Senate Bill 3582, Educator Quality Enhancement, recommends a residency after completing their degree before receiving licensure. The bill calls for connectivity with graduates during this induction/residency period. If passed, how will this affect your program? Thank you for joining us today.