PowerPoint version of the Part B Co

Report
Guiding, Supporting, Assessing
Student Teacher Growth:
A Seminar for Cooperating Teachers
and University Supervisors
1
Seminar Facilitators
Sharon Brennan
University of Kentucky
By’Shey McDonald
Liberty Elementary School
Assisted by:
Julie Cleary and Mary Henderson
University of Kentucky
2
Seminar Goals:
• Consider mentoring context
• Examine roles and responsibilities of CT, ST
and US
• Identify tools for promoting growth
- emphasis on co-teaching
• Understand framework used to assess ST
progress
9
16 KAR 5:040:
Admission, Placement & Supervision in
Student Teaching*
Three part training required by EPSB
• Part a: from EPSB (instructions provided at end of
this training)
• Part b: This training
• Part c: Conducted by university faculty prior to
placement
* Section 2 (5, b)
Section 5 (6, b)
3
EPSB Regulation 16 KAR 5:040,
Sections 2 and 5
http://www.lrc.state.ky.us/kar/016/005/040.htm
6
Key Terms:
ST = Student Teacher
CT = Cooperating Teacher
US = University Supervisor
KTS = Kentucky Teacher Standards
KTIP= Kentucky Teacher Internship Program
CCC = Common Core Content
PD = Professional Development
PGP = Professional Growth Plan
B= Benefits
PP=Potential Problems
7
Supervision/Mentoring
Guiding, supporting, assessing ST
To promote teacher effectiveness
In relation to student growth
8
Teacher Quality Matters:
Students with an effective teacher realized
achievement gains of 1.5 grade levels
compared to 0.5 for students with an
ineffective teacher as much as four years later.
Strong, M. (2009). Induction programs and the development of teaching practice. In Effective teacher
induction and mentoring: Assessing the evidence (p. 47). New York: Teachers College Press.
8
Does mentoring matter?
Consider these reports …
Forty percent of teachers leaving the
profession cite lack of support as the
primary reason for their decision.
Induction programs that provide new
teachers with intensive mentoring
significantly reduce attrition rates and
increase student achievement.
Ingersol, R. (2012). Beginning teacher induction: what the data tell us. Phi Delta Kappen, 93(8), 47-51.
8
And this comment:
… being in the classroom was the most
beneficial experience … every day for the
entire semester really helped me to learn the
ways of teaching and the life of a teacher.”
(Student teacher perception evaluation)
8
Student Teacher Concerns
1. Survival
2. Performance
3. Impact
Fuller, F. (1969). Concerns of teachers: A developmental conceptualization.
American Educational Researcher, 6, 207-226
8
Student Teacher Concerns
What were yours when you were a student
teacher?
8
Roles and Responsibilities
• Student Teacher (ST)
• Cooperating Teacher (CT)
• University Supervisor (US)
12
Cooperating Teacher Responsibilities
15
Compare your list with this one:
• Model best practices
• Don’t leave ST alone in
• Orient ST to
classroom
• Learn about ST
• Know supervision policies
• Collaborate with US about
ST progress
• Involve ST in standards’
school/classroom
policies/procedures
based co-teaching
experiences
• Co-plan, co-implement, coreflect
• Provide frequent, written
and/or verbal progress
reports documenting strength
and growth areas
• Determine growth plan with
resources
16
University Supervisor Responsibilities
17
Compare your list with this one:
• Provide ST and CT with program
information
• Lend best practice expertise and
perspective
• Support use of co-teaching strategies
• Confer with CT and ST frequently to
continually assess and guide ST progress
• Provide leadership and intervention as
needed
18
Student Teacher Responsibilities
13
Compare your list with this one:
• Follow policies and procedures
• Learn about material, curriculum,
standards
• Practice co-teaching strategies
• Maintain appropriate teacherstudent relationship
• Dress, speak, act appropriately
• Take initiative
• Seek constructive criticism
• Keep information confidential
• Participate in all PD and school
activities suggested CT, US
• Serve as role model for students
• Be punctual, prepared present
every day
14
University Policies and Procedures:
http://education.uky.edu/OFE/sites/education.
uky.edu.OFE/files/documents/FieldGuide.pdf
20
Supporting Assessing
•
•
•
Mentoring
Prepare for ST arrival
Orient ST to class and school
Launch co-teaching partnership
•
•
•
•
Co-plan
Co-teach
Co-reflect
Assess ST progress
11
Co-Teaching Strategies
• Emphasize active engagement of CT and ST in all
aspects of instruction from first day
• Must include planning, teaching, and reflection
21
Co-Teaching Essentials
•
Plan together
• Instruct together
• Reflect together
• Use co-teaching strategies
• Engage CT and ST right away
• Choose strategy based on goals
22
Seven Co-Teaching Strategies
•
•
•
•
•
•
•
One Teach; One Observe
One Teach; One Assist
Station Teaching
Supplemental Teacher
Parallel Teaching
Alternative Teaching
Team Teaching
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One Teach; One Observe
25
One Teach; One Assist
30
Station Teaching
34
Parallel Teaching
40
Supplemental
Teaching
45
Alternative (Differentiated)
Teaching
50
Team Teaching
56
Remember
•
•
•
•
•
•
Connect co-teaching to KTS, KTIP, CCC
Choose strategies based on student needs
Incorporate RTI
Co-planning and co-reflection are critical
No hierarchy in co-teaching strategies
Strategies facilitate meaningful ST
experience, promote student learning
62
Why Connect
KTS, KTIP &
Example
Co-Teaching?
16 KAR 5:040 Section 6(6)
(6) The educator preparation program shall
use the Kentucky Teacher Internship
Program Teacher Performance Assessment
tasks established in 16 KAR 7:010, Section 2,
or a variation of these tasks to meet the
requirement specified in subsection (5) of
this section.
68
Now, review the standards
• Demonstrates applied content knowledge
• Designs and plans instruction
• Creates and maintains learning climate
• Implements and manages instruction
• Assesses and communicates learning results
• Demonstrates the implementation of technology
• Reflects on and evaluates teaching and learning
• Collaborates with colleagues/parents/others
• Evaluates teaching and implements PD
• Provides leadership in
school/community/profession
69
Connecting
KTS, KTIP &
Example
Co-Teaching
Now, look at KTS 5 (Student Assessment)
Why is this standard important?
How would you use this in co-teaching?
72
Example
• Through co-reflection
• To plan meaningful assessments
• To reflect about results
(see KTIP Task C document)
76
Now, review KTS 5 Indicators
5.1
5.2
5.3
5.4
Uses pre-assessments
Uses formative assessments
Uses summative assessments
Describes, analyzes, evaluates student
performance data
5.5 Communicates results to students &
parents
5.6 Allows for student self-assessment
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Are any indicators difficult to use in
co-teaching?
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Remember Together
Together:
• Design assessments
• Analyze assessment data
• Determine next steps
83
Assessing Growth Using
Observation Strategies
Name two strategies for collecting
observational data
85
Compare your strategies to these:
• Scripting
• Seating Charts
• KTIP IPR
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Co-Reflection Strategies
Name two strategies for reflecting together
87
Compare your strategies to these:
• Focus on critical data
• Clarify ambiguous points
• Discuss most and least effective
instructional strategies
• Determine next steps
• Consider growth areas for ST (PGP)
88
Together US and CT consider:
•
Course syllabus (map of experience)
• Performance assessment instruments
and procedures
• Professional Growth Plan
• How to address concerns as needed
89
When Supervising, Remember
•
KTS structure supervision
• KTIP is core performance assessment
• CCC heart of co-teaching and career
and college readiness
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Links to Training Resources
Instructions for completing 16 KAR 5:040 Part A:
•
Click here to access the instructions
The following are resources to use when you are working together:
•
Handout Link:
•
•
Online PowerPoint
Video Links:
•
School-Based Co-Teaching: https://vimeo.com/63767682
•
University-Based Co-Teaching: https://vimeo.com/63767683
•
Supplemental Teaching Secondary:
http://www.kwc.edu/radiate/radiatePictures/Supplemental
Elementary_2_0001.wmv
•
Station Teaching: http://eduhelenrader.mediacore.tv/media/co-teachingstations
91
Completion of 16 KAR 5:040 Section 2 (5,a)
and 5 (6,b)
for Cooperating Teachers
For CTs:
Go to www.edmodo.com
Create or log in to your account
Enter the group code given in the EPSB’s “Directions
for Edmodo”
The assessment will be available under the latest posts
of the CT group
92
Completion of 16 KAR 5:040 Section 2 (5,a)
and 5 (6,b)
for University Supervisors
For USs:
Go to www.edmodo.com
Create or log in to your account
Enter the group code given in the EPSB’s “Directions
for Edmodo”
The assessment will be available under the latest posts
of the US group
93
References
•
•
•
•
Darragh, J. J., et al. (2011). "When Teachers Collaborate,
Good Things Happen: Teacher Candidate Perspectives
of the Co-Teach Model for the Student Teaching
Internship." AILACTE Journal 8: 83-104.
Friend, M. , & Cook, L. (2013). Interactions: Collaboration
Skills for School Professionals. Upper Saddle River, NJ:
Pearson Education Inc.
Larkin, D.B. (2013). “10 Things to Know About Mentoring
Student Teachers.” Kappan 94 (7), 38-43.
Teacher Quality Enhancement Center, College of
Education, St. Cloud State University. (2010). Mentoring
Teacher Candidates Through Co-Teaching Collaboration
that Makes a Difference. St. Cloud, Minnesota.
94
Ideas, Resources, Questions
Are there concerns and/or questions that remain about
your mentoring role?
Are there ideas and/or resources you want to share?
95

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