1. 1 The El Paso Regional Induction Consortium

2. 2 Welcome to the Cooperating Teacher Summer Academy Sponsored by UTEP’s Teachers for a New Era and the El Paso Regional Induction Consortium Welcome and Introductions (participants, too) – Your name, School district, title Housekeeping (agenda, breaks, lunch, bathroom location, Parking Lot, Door Prizes etc.) Here’s a rundown on the day

3. 3 Today’s Agenda A.M. The student teaching dyad The Student Teacher The Cooperating Teacher Break at 10:00 – 10:10 What the UTEP student teacher brings to the student teaching experience Lunch at 11:30 here at Region 19

4. 4 Afternoon Agenda P.M. Coaching The Coaching and Observing Cycle Your role as trainer of trainer and lead cooperating teachers Sign agreements Closure at 3:30

5. 5 Adapted @ Texas Beginning Educator Support System JOURNEYS

6. 66 Adapted @ Texas Beginning Educator Support System JOURNEYS: The Traveler Who has traveled via air recently? What do you recall about the kinds of people who were traveling with different sets of luggage?

7. 7 Adapted @ Texas Beginning Educator Support System JOURNEYS: The Traveler

8. 8 Adapted @ Texas Beginning Educator Support System JOURNEYS: Learning Transitions

9. 9 Adapted @ Texas Beginning Educator Support System JOURNEYS: Learning Transitions What is the message?

10. 10 Why we’re here State Board for Educator Certification SBEC Regulations 19 TAC Chapter 228 The educator preparation program is responsible for providing mentor and/or cooperating teacher training that relies on scientifically-based research, but the program may allow the training to be provided by a school district, if properly documented. Terminology We’ve gone from “intern” back to “student teacher” We’ve gone from “clinical faculty” to “cooperating teacher” We’ve gone from “Block I and II” to “Internship I and II” to “Student Teaching I and II”

11. 11 Jot Thoughts Brainstorm the following roles – Student teacher – Cooperating Teacher – District/Campus/ Principals – University Mentors/Field Experience Staff

12. 12 Roles and Responsibilities for Trainer of Trainers (TOTs) Attend summer training Attend a mid year meeting to debrief and discuss the use of coaching logs used with UTEP’s student teachers Work collaboratively with partner schools’ Lead Cooperating Teacher to implement the coaching and observing cycle on my campus Provide professional development to UTEP’s Cooperating Teachers at your assigned schools, plan dates with Lead Cooperating Teacher for workshop and together train cooperating teachers on the coaching and observing cycle Provide professional development for UTEP’s student teachers in Block I/Student Teaching I on the coaching and observing cycle to use during their observations of school faculty/cooperating teachers Serve as the district’s representative and liaison between UTEP and the Lead Cooperating Teachers cooperating teachers, student teachers and university mentors If the Lead Cooperating Teacher is unable to collect coaching logs then the TOT may collect coaching logs and email them to UTEP’s Induction Coordinator. Ensure the coaching and observing cycle is implemented at the campus

13. 13 Roles and Responsibilities for Lead Cooperating Teachers Attend summer training Attend a mid year meeting to debrief and discuss the use of coaching logs used with UTEP’s student teachers Work collaboratively with district’s Trainer of Trainer (TOT) to implement the coaching and observing cycle on my campus Provide professional development to UTEP’s Cooperating Teachers at your school, plan dates for workshop and train cooperating teachers on the coaching and observing cycle Provide professional development for UTEP’s student teachers in Block I/Student Teaching I on the coaching and observing cycle to use during their observations of school faculty/cooperating teachers Serve as the school’s representative and liaison between UTEP and my school’s administrator/principal, cooperating teachers, student teachers and university mentors Collect coaching logs and email them to my district’s Induction Coordinator. Ensure the coaching and observing cycle is implemented at the campus

14. 14 Roles and Responsibilities for Cooperating Teachers Attend training at your school Provide feedback for the Lead Cooperating Teacher to give input on the use of coaching logs used with UTEP’s student teachers Work collaboratively with the Lead Cooperating Teacher at your school to implement the coaching and observing cycle Submit coaching logs to the Lead Cooperating Teacher on my school campus. Implement the coaching and observing cycle with my student teacher from UTEP

15. 15 The UTEP Student Teacher Dr. Elaine Hampton-Department Chairman of Teacher Education

16. 16 What do students bring to the Student Teaching Experience? An average of 81 credit hours in their content areas An average of 24 credit hours of teacher education / specialization courses 30 clock hours of early field experience Knowledge about: – Lesson plans – TEKS integration – Inclusion – English Language Learners – Classroom Management

17. 17 Upcoming changes to the program Student Teaching will now be set up as a 12 week, full day, 5-day/full week experience EC-4 certification field has been replaced by the EC-6 certification University provided training for Cooperating Teachers Again, there are changes in the language: – Interns will now be called Student Teachers – Clinical faculty will now be called Cooperating Teachers – Internship will now be called Student Teaching

18. 18 Phase 3: Five Weeks of Student Teaching (ST) First Two Weeks Student teacher will: Observe CT using the Coaching and Observing Cycle Debrief w/ CT Discuss lesson w/ CT CT and ST begin to plan together. ST will: Observe CT Debrief Discuss lesson ST helps plan next lesson ST becomes part of the planning process Next Two Weeks Begin team- teaching: ST begins to direct student behavior if needed ST begins to share ideas in the lesson planning ST begins to do the majority of the teaching while CT monitors and helps out in sticky situations For the next Five Weeks, ST begins to present the lessons (still planning together): CT begins with what’s working CT then gently makes recommendations for improvement CT keeps recommendations manageable CT provides feedback ST takes over the majority of the planning and teaching (with some supervision by CT for a while): CT still offers guidance CT allows ST to stretch wings with new ideas—even if CT doesn’t agree ST takes over planning and teaching with CT continuing to observe CT runs their own errands CT includes ST in grade level meetings with staff and faculty CT assists ST with report cards and progress reports Next Two Weeks ST begins to return class to CT: ST gradually releases one class back to CT or one subject area ST begins tutoring students and working with small groups Phase 1 Phase 2 Phase 4 Phase 5 Final Week (1) ST has released classroom to CT: ST observes CT ST observes other teachers in the school “The student teacher will GRADUALLY assume classroom duties to teach full days for 5 weeks and then GRADUALLY return the class back to the Cooperating Teacher (CT) in a 5-Phase Framework.

19. 19 Possible Data to collect: General Classroom Data How the teacher expresses expectations of students Connecting student’s experience with prior knowledge The types/quality of questions the teacher asks (Bloom’s) How the teacher gives directions Wait time Lesson design and instruction/activity/methodology Checking for student understanding Differentiating, adaptations and modifications based on student needs How the teacher assesses student understanding and responds to confusions The content and how it is presented

20. 20 Data to collect: Seating Chart, Movement, Interaction, and/or Behavior Patterns Who is on and off task and for how long? Does the teacher call on boys and girls equitable? Does the teacher ask higher order questions of some and not others? Where does the teacher direct questions? How the teacher moves around the room? Which students move around the room? To what degree different students are engaged in the content and activities

21. 21 Content, Strategies, and Alignment What is the content of the lesson? What is the sequencing and organization of the content for student learning? Does the subject matter incorporate multiple perspectives? Does the lesson challenge students to think critically? How does the lesson build on prior knowledge, the life experiences of the students, their interests and developmental learning needs? How does the student relate to the activities and material? What is the implementation of a particular curriculum or instructional strategy? What are the methods of instruction the teacher uses to convey the content? How are students provided access to the content based on their learning needs? What are the range of tasks that engage the realities and experiences in the classroom?

22. 22 Lunch Guest speaker-Griffin Fernandez, CaseNEX’s Teacher Performance Record (TPR) Username: district Login: demo Reconvene at 12:30 Bon Appétit

23. 23 Enduring Understandings  Effective coaching involves many different quality characteristics  Using a structured process such as the coaching cycle supports reflective conversations and professional growth.

24. 24

25. 25 Socrates Great Coach Oprah Winfrey Great Coach

26. 26 Quality Coaching A quality coach like_________ because___________________ _________________________ Characteristics of a Quality Coach

27. 27 Wanted a Quality Coach!

28. 28 Pre- Conference Identity learning goals, TEKS, materials and resources needed Discuss student engagement, modeling, guided practice, collaborative practice, independent practice monitoring student understanding, closure, and concerns Determine focus of observation Observation Use a CASt tool to observe Set up time for post-conference Post- Conference Use CASt tool to guide your conversation Provide constructive feedback and follow up with next steps

29. 29 CASt Tool 1

30. 30 Pre- Conference

31. 31 Observation

32. 32 Post- Conference

33. 33 Learning Focus: Vocabulary Continuum Will model continuum using “Happy” Weak ----------------------------------------------- ---------------Strong Sts will work in groups to complete a continuum and present No concerns T: Asked sts if they ever struggled with finding different ways to write certain words. Tells story of how she used to struggle with this. Reads her 6 th grade essay. Defines continuum, models the continuum talking aloud. Invites sts to participate by asking if they can think of any other words for happy. ///// ///// //// 14 out of 22 sts offer different words for happy. T and sts negotiate where to place the work on the continuum. T gives directions and asks for any questions. Sts work in groups of 4 to complete a continuum. After a few minutes one group announces they are done. T asked them to try to think of more words. Sts did not think of any other words. Two boys begin to argue over where to place a word, T asks what’s wrong. One st says that his word should go at the end of the continuum and the other st argues that his should. T suggest that they place both words there. Sts presented continuums in groups. Sts are allowed to question placement of words. What Worked? Sts enjoyed the activity and I think Sts learned new words to use. All my sts were engaged Challenges: Some groups had a hard time thinking of other words. Some sts argued over where to place a word and couldn’t come to consensus. Noticings: Need ways to extend sts thinking Need norms in place before you begin a lesson 1.Continue with the continuums, but introduce a thesaurus or structure such as One Stray (allowing one student to stray to another group for ideas) that allows students to extend their thinking 2.Discuss ways to respect each other’s opinions by establishing norms for negotiations and consensus. Maria Lou Sandra Tops Vocabulary 2 nd May 14, 2009

34. 34 Guided Practice of the Coaching Cycle

35. 35 Paired Practice of the Coaching Cycle

36. 36

37. 37 Jot Thoughts Revisit you post-its for the following roles – Student teacher – Cooperating Teacher – District/Campus/ Principals – University Mentors/Field Experience Staff How has your thinking changed?

38. 38 Closure How to send the Coaching Logs to UTEP Inside your packets: training materials, ABC’s Call for Presentations. If you’d like to present this session for CT, we’ll be taking names On the CD is an interactive log CtASt II_interactivelog.docx Sign Agreements

39. 39 Thank You Go Miners!