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Guiding, Supporting, Assessing Student Teacher Growth: A Seminar for Cooperating Teachers and University Supervisors 1.

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Presentation on theme: "Guiding, Supporting, Assessing Student Teacher Growth: A Seminar for Cooperating Teachers and University Supervisors 1."— Presentation transcript:

1 Guiding, Supporting, Assessing Student Teacher Growth: A Seminar for Cooperating Teachers and University Supervisors 1

2 Seminar Facilitators Assisted by: Julie Cleary and Mary Henderson University of Kentucky 2 Sharon Brennan University of Kentucky By’Shey McDonald Liberty Elementary School

3 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

4 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

5 EPSB Regulation 16 KAR 5:040, Sections 2 and 5 6

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

7 Supervision/Mentoring Guiding, supporting, assessing ST To promote teacher effectiveness In relation to student growth 8

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

9 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),

10 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

11 Student Teacher Concerns 1. Survival 2. Performance 3. Impact Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Researcher, 6,

12 Student Teacher Concerns What were yours when you were a student teacher? 8

13 Roles and Responsibilities Student Teacher (ST) Cooperating Teacher (CT) University Supervisor (US) 12

14 Cooperating Teacher Responsibilities 15

15 Compare your list with this one: Model best practices Don’t leave ST alone in classroom Learn about ST Know supervision policies Collaborate with US about ST progress Orient ST to school/classroom policies/procedures Involve ST in standards’ based co-teaching experiences Co-plan, co-implement, co- reflect Provide frequent, written and/or verbal progress reports documenting strength and growth areas Determine growth plan with resources 16

16 University Supervisor Responsibilities 17

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

18 Student Teacher Responsibilities 13

19 Compare your list with this one: Follow policies and procedures Learn about material, curriculum, standards Practice co-teaching strategies Maintain appropriate teacher- student relationship Dress, speak, act appropriately Serve as role model for students Be punctual, prepared present every day Take initiative Seek constructive criticism Keep information confidential Participate in all PD and school activities suggested CT, US 14

20 University Policies and Procedures: 20

21 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

22 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

23 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

24 Seven Co-Teaching Strategies One Teach; One Observe One Teach; One Assist Station Teaching Supplemental Teacher Parallel Teaching Alternative Teaching Team Teaching 23

25 25 One Teach; One Observe

26 30 One Teach; One Assist

27 Station Teaching 34

28 40 Parallel Teaching

29 45 Supplemental Teaching

30 50 Alternative (Differentiated) Teaching

31 Team Teaching 56

32 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

33 Example 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 Why Connect KTS, KTIP & Co-Teaching?

34 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

35 Example Now, look at KTS 5 (Student Assessment) Why is this standard important? How would you use this in co-teaching? 72 Connecting KTS, KTIP & Co-Teaching

36 Example Through co-reflection To plan meaningful assessments To reflect about results (see KTIP Task C document) 76

37 Now, review KTS 5 Indicators 5.1 Uses pre-assessments 5.2 Uses formative assessments 5.3 Uses summative assessments 5.4 Describes, analyzes, evaluates student performance data 5.5 Communicates results to students & parents 5.6 Allows for student self-assessment 78

38 Are any indicators difficult to use in co-teaching? 82

39 Remember Together Together: Design assessments Analyze assessment data Determine next steps 83

40 Assessing Growth Using Observation Strategies Name two strategies for collecting observational data 85

41 Compare your strategies to these: Scripting Seating Charts KTIP IPR 86

42 Co-Reflection Strategies Name two strategies for reflecting together 87

43 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

44 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

45 When Supervising, Remember KTS structure supervision KTIP is core performance assessment CCC heart of co-teaching and career and college readiness 90

46 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: University-Based Co-Teaching: Supplemental Teaching Secondary: Elementary_2_0001.wmv Elementary_2_0001.wmv Station Teaching: stations stations 91

47 Completion of 16 KAR 5:040 Section 2 (5,a) and 5 (6,b) for Cooperating Teachers For CTs: Go to 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

48 Completion of 16 KAR 5:040 Section 2 (5,a) and 5 (6,b) for University Supervisors For USs: Go to 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

49 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: 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), Things to Know About Mentoring Student Teachers 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

50 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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