1. Mentor Teacher Webinar
Maria Moscatelli, WSUTC
Christine Sodorff, WSU Pullman
Welcome to the Mentor Teacher Webinar. This is Maria Moscatelli from WSUTC, and Christine Sodorff from WSU Pullman. The purpose of this webinar is to provide mentor teachers across all WSU campuses a resource for the student teaching experience.

2. Areas of focus Student Teaching Overview edTPA Co-Teaching
The webinar focuses on three areas: the student teaching experience, the edTPA, and co-teaching. Watch this webinar in its entirety or click on one of the areas of focus.

3. Student Teaching Overview
Mentoring
Roles
Calendar and attendance
Lesson planning
Required paperwork
Suggested timelines and models
Student Teaching Overview
The first area of focus provides a general overview of the student-teaching experience.

4. Mentoring
Let’s take a look at the Mentor’s role.

5. The Mentor Teacher The history and meaning of mentoring.
The roles of Mentor teacher.
Limits of a Mentor
Potential Hazards with Mentor/Mentee relationship
Vital to successful Mentoring
Foundations for Successful Mentoring

6. Brief History The term mentor is over 3,000 years old.
Origins of positive mentoring date back to Greek mythology.
Odysseus left his trusted friend Mentor in charge of his household and his son’s education while he left to fight the Trojans.
Mentor’s name has been attached to the process of education and care by an older, experienced person.
Mentoring has been around for a long time.

7. “Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.” John F. Kennedy

8. What is Mentoring?
It involves a Mentor, a mentee, and the mentoring process.
A mentor is a wise and trusted guide and advisor.
A mentee is a novice in the field, a partner, or protégé.
The mentoring process is a process whereby someone with more experience and expertise provides support, counseling, and advice to a less experienced colleague.
And now let’s look at what is mentoring?

9. “We make a living by what we get, but we make a life by what we give,” Winston Churchill

10. Activity
Identify one person, preferably someone who is not a relative, who was a mentor to you.
Think about why that person was important to you.
Recall the qualities of that person that made him/her so valued, and write down 2-3 of these qualities.
Think about how you can provide the same support to your mentee.
Take a moment to identify a person who was a mentor to you. Think about why that person was important, recall their qualities, and reflect on how you can provide the same support to your teacher candidate.

11. Purpose of Mentoring
Role model the type of behavior the individual should emulate.
Coach the individual in behaviors that are most productive.
Introduce the mentee to those in your building and in the profession who might contribute to their growth, development, and advancement.
Advocate for the mentee when opportunities become available.
What is the purpose of mentoring?

12. Potential Hazards with the Mentor/Mentee Relationship
Setting unrealistic expectations.
Misusing power and control.
Competiveness.
Dependence.
Cloning.
But, it’s important to recognize that there can be bumps along the road.

13. Vital to Successful Mentoring
Building trust
Inspiring
Giving corrective feedback
Empathy

14. Successful Mentoring Tips
Develop and communicate clear goals and expectations at the beginning. What---Why---How?
Share personal experiences and knowledge with the mentee.
Provide supportive advice and assistance in a manner which allows the mentee to retain responsibility for achievement of their own goals.
Workout when and how feedback will happen.
Set ground rules and develop an agreement.
Thank you for your time and commitment mentoring a future teacher. Be assured that university supervisors and coordinators are here to support you.

15. Mentor Teacher University Supervisor Building Principal
The Roles
Mentor Teacher
University Supervisor
Building Principal
Let’s look at the mentor teacher, university supervisor, and building principal roles.

16. Mentor Teacher
Welcome the teacher candidate and introduce to building colleagues as an addition to the teaching staff.
Note: how you introduce the teacher candidate can make a big difference in the experience.
Keep lines of communication open with the teacher candidate and the WSU supervisor.
Collaborate with the teacher candidate in daily and long-range lesson planning and assessing teaching performance and student learning.
Here are some suggestions to get started communicating.

17. Preparing for the teacher candidate
Desk space
A place for their things
Share school/district policies and procedures
( access, badge, keys)
Tips and suggestions to ensure a smooth experience
Here are some additional suggestions to welcome your teacher candidate.

18. Exchange of Roles
During the experience, the teacher candidate should take the lead in planning and teaching for an agreed upon duration of instruction.
Assume the role of observer, collaborator and provider of feedback.
During this time it is crucial that the teacher candidate have the opportunity to be the lead teacher and to be aware of how s/he is performing in that role.
As planning and teaching responsibilities switch to the teacher candidate, communicate with the university supervisor and teacher candidate to choose strategies that will work in your classroom.

19. Feedback Provide both formal and informal feedback.
Meaningful, systematic observations will enable the teacher candidate to study more in depth the concepts of teaching and learning.
Assist the teacher candidate in reflecting on his/her teaching and analyze strengths and areas in which to improve.
It is critical that written and oral feedback be given to the teacher candidate on a regular basis.

20. Lesson Planning There is a lesson plan in the handbook
Written plans are expected to be shared with the mentor teacher for review.
Plans need to always be in writing and include learning targets, goals, assessment, an introduction, sequence of learning activities (what the teacher and students will be doing), and closure.
Lesson plans are required, and a format is provided in the Student Teaching Handbook. Format and length can be varied but experience addressing all lesson planning components is a must.

21. Required Paperwork Observation Data & Feedback form
Frequent written comments and feedback
Ongoing or on a particular lesson
PDEFE (Professional Dispositions Evaluation for Field Experiences
These are the dispositions that must all be met by the end of experience.
University supervisor evaluation
Please take a look at the Professional Dispositions Evaluation Form, so you are able to sign off that each disposition has been met at the end of the student-teaching experience.

22. If there is a problem or concern...
We want you to feel supported as well. If at any time you have a concern or need additional support, please talk with the university supervisor. Communication is key to a successful experience for everyone involved.
If you have any concerns, please do not hesitate to voice them.

23. The University Supervisor Role
The university supervisor is a member of the College of Education faculty who serves as a supervisor/mentor for the teacher candidate, a consultant for the mentor teacher, and a liaison between the College and public school.
As stated earlier, the university supervisor is there to facilitate a successful experience for you as well as the teacher candidate.

24. Oversees the teacher candidate’s progress.
Provides guidance to both the teacher candidate and mentor teacher.
Facilitates on-going communication and feedback regarding the candidate’s effectiveness in the K-12 setting.

25. Conducts both scheduled and unscheduled visits in the classroom to observe the teacher candidate.
Guides and supports the candidate in completion of the edTPA.
Is required to observe and/or conference with the teacher candidate for a minimum of 12 hours during the semester.

26. Building Principal Welcome and introduce the teacher candidate
Orient the teacher candidate to school policies.
Conduct at least one formal observation and conference and several informal visits.
Maintain communication with the WSU supervisor to monitor the teacher candidate’s progress.
Participate in the teacher candidate’s exit
Our hope is that the building principal will also have a role in the development of the teacher candidate.

27. student teaching field experience
Calendar
Attendance
Timelines and Models
student teaching field experience
Other helpful information regarding the student teaching experience will be addressed in the next several slides.

28. Calendar
Teacher candidates will follow the public school's calendar, not the university's, once student teaching begins.
Observation week: during the last week of the student teaching experience, the teacher candidate with the aid of the mentor teacher and/or supervisor will arrange observations in other classrooms and/or buildings.
There is a suggested timeline for student teaching for both a Traditional path of progression of responsibilities, as well as the Co-Teaching model.
The teacher candidate follows the public school calendar and we encourage you to use one of the suggested timelines provided in the student teaching handbook.

29. Attendance
Teacher candidates must notify mentor teacher and university supervisor if they are going to be absent.
Teacher candidate is responsible for giving mentor teacher appropriate plans for the day(s).
Absences will be made up to the satisfaction of all involved.
Teacher candidates are required to attend student teaching seminars.
If you feel there is an attendance issue, make sure you notify the university supervisor.

30. Suggested Timelines and Models
Traditional vs Co-Teaching Model
Research…..
Administration……
Discuss and choose strategies from the models that fit you and your teacher candidate.

31. Suggested Time Line for Student Teaching
Traditional Path
Week 1 The teacher candidate acquaints, or re-acquaints if returning to the same classroom, him/herself with students, classroom routines, school and classroom disciplinary policies, curriculum guides, and school facilities. Initiative should be taken to introduce him/herself to administrators and other staff members. Begin work with individuals and small groups. Ask questions, discuss observations with the cooperating teacher, and find out about instructional responsibilities for the following week.
Week 2-3 Continue the first week’s activities. Teacher candidate and cooperating teacher agree on edTPA focus (content and for secondary which class). Become familiar with beginning class routines, student records and recording procedures. Participate in team teaching with the cooperating teacher. If there is an opportunity, the teacher candidate may observe other staff members. Continue discussing teaching plans and make any written plans for teaching available to the cooperating teacher. Take responsibility for a small group content area activity. Take over one subject area or class, check students’ work, and record progress. Spring semester secondary teacher candidates may have to plan around the end of the semester and finals. The teacher candidates should begin edTPA task 1, Planning Instruction and Assessment and practice videotaping.
Week 4-6 Gradually assume responsibility for more subject areas or classes. Focus first should be the subject/class chosen for the edTPA. Share lesson plans with the cooperating teacher for the areas which responsibilities have been assumed. The cooperating teacher will observe the teacher candidate’s teaching of each new subject or class and offer suggestions and positive reinforcements. The teacher candidates should complete edTPA task 1, Planning, Instruction and Assessment and practice videotaping.
Week 7-8 The teacher candidate has total responsibility for preparing and implementing the curriculum for which they are lead teaching. Task 2 Instructing and Engaging Students in Learning including videotaping should be completed. The teacher candidate and cooperating teacher continue to discuss the written lesson plans and how to implement them. Task 3 Assessment should be completed.
Week 9-10 The teacher candidates should upload the completed edTPA materials to Pearson and WSU as soon as complete. Due date will be posted each semester. Work at a pace that you and your cooperating teacher think is best knowing that the sooner your work is submitted the sooner it is scored and returned. The building administrator should be invited to do at least one formal observation during this time.
Week Continue teaching responsibilities without the pressures of the edTPA
Week The cooperating teacher begins to gradually take back responsibility for the classes. The teacher candidate should have all student progress records up-to-date. The teacher candidate, with the aid of the cooperating teacher, arranges observations in other classrooms and schools.
Please note: A Special Education endorsement requires the timeline be accelerated to allow for an additional 5-7 week experience in a special education setting. A Middle Level Math or Middle Level Science endorsement – observations should be done in a middle level math or science classroom. An endorsement in Health and Fitness requires, at minimum, an extended unit taught in both health and physical education.

32. Suggested Time Line for Student Teaching
Cooperating teacher consults with
teacher candidate and engages in
instruction while beginning to take
back responsibility for planning and
instruction.
Week 16 Teacher candidate remains engaged in classroom
activities and arranges observations in other
classrooms.
Cooperating teacher resumes primary
planning and teaching role.
Suggested Time Line for Student Teaching
Co-Teaching Model
Week 1 The teacher candidate observes and supports
individuals and small groups; review grading and
attendance policies shares curriculum and lesson
plans with the cooperating teacher.
Cooperating teacher is the sole
planner; shares curriculum and lesson
plans with the teacher candidate
Week 2-3 Teacher candidate should be familiar with and
engaged in class administrative tasks. Teacher
candidate and cooperating teacher agree on
edTPA focus (content and for secondary which
class). The teacher candidates should begin
edTPA task 1, Planning Instruction and
Assessment and practice videotaping.
Planning is made explicit to teacher
candidate; various approaches to co-teaching
should be used to engage the
teacher candidate.
Week 4-6 Teacher candidate begins planning activities and
mini lessons focusing on their assigned edTPA
content, and including co-teaching strategies.
Assessment should be completed and
candidate should practice videotaping.
Cooperating teacher gives planning
duties to teacher candidate and
reviews all lessons with feedback.
Week 7-8 Teacher candidate takes lead in planning and begins to take over additional responsibilities. Co-teaching strategies and solo teaching
opportunities are scheduled throughout. The teacher candidate should complete edTPA task 2 Instructing and Engaging Students in
Learning, and Task 3 Assessment.
Cooperating teacher consults with teacher candidate and engages in
instruction. Cooperating teacher gives teacher candidate some solo
teaching responsibilities.
Week 9-10 The teacher candidates should upload the completed edTPA materials to Pearson and WSU as soon as complete. Due date will be posted each semester. Work at a pace that you and
your cooperating teacher think is best knowing
that the sooner your work is submitted the sooner
it is scored and returned.
Week Continue co-teaching responsibilities without the pressures of the edTPA.
Week Teacher candidate continues planning and includes all co-teaching approaches. Solo teaching opportunities built in throughout. Teacher candidate remains engaged in classroom activities and arranges observations in other classrooms.
instruction while beginning to take back responsibility for planning and
instruction. Cooperating teacher resumes primary planning and teaching role.
Click to return to webinar menu.

33. edTPA Area of Focus edTPA Overview Tasks Academic language
Student voice
Rubrics
edTPA Area of Focus
The second area of focus is on the new student-teaching evaluation, the Teacher Performance Assessment (edTPA).

34. edTPA overview Required State Assessment
Modeled after the National Board Certification process
Requires candidates to describe, analyze, and evaluate a learning segment, which a includes a video.
and
The edTPA requires teacher candidates to describe, analyze, and evaluate a learning segment of 3-5 lessons.

35. Tasks Task 1: Planning for Instruction and Assessment
Task 2: Instructing and Engaging Students in Learning
Task 3: Assessing Student Learning
The teacher candidates will focus on planning, instruction and student engagement, and assessment of student learning.

36. Task 1: Planning for Instruction and Assessment
Discuss and choose the learning segment (3-5 hours of connected instruction) content. Assist in the planning of the learning segment lessons in either their assigned elementary content or, at the secondary level, the class period selected for completing the edTPA as soon as is feasible.
Assist in gathering information about the school/classroom context (Context for Learning form).
Task 1 establishes the instructional and social context for student learning.

37. Task 2: Instructing and Engaging Students in Learning
Assist candidate in obtaining required permission for videorecording
Follow District policy, or
Use the edTPA Parent Permission form
Task 2 includes one or two unedited video clips from the learning segment, and a commentary.

38. Assist with filming the teacher candidate during the learning segment.
Candidates may use any recording device of their own, or available through the building or district.
Ensure sound quality before you begin recording.
Entire learning segment should be filmed for ample footage to edit.
There is great information regarding the video recording process, etc. at
Your help with filming the video will reduce some of the teacher candidate’s anxiety.

39. Task 3: Assessing Student Learning
Assessment should be completed by the entire class.
Three work samples will be used to illustrate analysis.
Of the 3 work samples (focus students), at least 1 must be a student with specific learning needs.
Task 3 includes classroom based assessment, student work samples, and evidence of teacher feedback.

40. Academic Language
Represents the language of the discipline that students need to learn and use to participate and engage in meaningful ways.
Vocabulary
Language functions
Syntax
Discourse
(see definitions in edTPA Handbook/glossary)
Academic language is referenced frequently in the edTPA, so it is important that the academic language used is consistent between the talk, the text, the tasks, and the tests.

41. Student Voice
Reflective self-assessment expressed in the voice of the learner.
Evidence that students know the learning targets.
Evidence that students know how to monitor their progress.
Evidence that students know how to access resources and additional support if needed.
(Examples may include exit slips, journal entries, or documented conversations.)
Student voice is an added requirement for the state of Washington teacher candidates. K-12 learners are asked to articulate in their own words the learning targets and why they are important.

42. Rubrics
Use the rubrics (Level 3) to discuss, provide input and feedback as the candidate completes the edTPA tasks.
Using the language of the rubrics, be a sounding board as the teacher candidate reflects on experiences with the learners.
There are 18 rubrics to score the teacher candidate’s performance on the edTPA.
Click to return to webinar menu.

43. Co-Teaching Area of Focus
What is Co-Teaching?
Why consider?
Benefits
Co-Teaching strategies
Upon what does this model depend
Co-Teaching Area of Focus
The third area focuses on the co-teaching model.

44. Co-Teaching What is Co-Teaching? Why consider? Benefits
Co-Teaching strategies
Upon what does this model depend
This model is becoming more and more popular because it enables the mentor teacher to have a more active classroom role in the overall student-teaching experience. This model benefits the mentor teacher, the teacher candidate, and the K-12 learner.

45. What is Co-Teaching?
Co-teaching is defined as two teachers working together with a group of students and sharing the planning, organization, delivery and assessment of instruction, as well as the physical space.
Both teachers are actively involved and engaged in all aspects of instruction.
What is co-teaching?

46. Upon What Does the Model Depend?
Effective communication
Planning together
Key questions to ask
Understanding differences and perspectives
A gradual shifting of roles
Constant focus on student learning
With any model, but certainly with co-teaching, communication is a must.

47. Benefits for Mentor Ability to reach more students
Better relationship with teacher candidate
Opportunity for professional growth
Enhanced energy for teaching
Hosting a candidate without giving up your classroom
Ability to do projects more successfully
Class time is more productive
Modeling and participating in teamwork
Candidates become competent more quickly
The following slides list some of the benefits of the co-teaching model.

48. Benefits for Teacher Candidate
Improves classroom management skills
Increases collaboration skills
More teaching time
Increases confidence
Deeper understanding of the curriculum through co-planning
More opportunities to ask questions/reflect
Being seen as a “real teacher”
Equal partnership
Sharing resources
Mutual support and learning

49. Benefits for P-12
Additional opportunities for individualized instruction.
Able to work in smaller groups.
Provide multiple teaching strategies.
Respond to student questions more rapidly.
Lowers pupil/teacher ratio.

50. Co-Teaching Strategies
One Teach, One Observe
One Teach, One Assist
Station Teaching
Parallel Teaching
Supplemental Teaching
Alternative (differentiated) Teaching
Team Teaching
Solo Teaching
Pick the strategies that work best for you and your teacher candidate.

51. Thank you for your willingness to share your expertise and classroom with our future teachers and your future colleagues.
Thank you!!!
In closing, we couldn’t do our job of preparing new teachers without you. Thank you!