NCATE /AACTE WORKSHOP September 2002 Erskine S. Dottin 305-234-8477.
AACTE 65th Annual Meeting March 1, 2013 Orlando, FL
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Transcript of AACTE 65th Annual Meeting March 1, 2013 Orlando, FL
Daring Venture: Innovative Use of Clinical Placements and Performance Assessments
AACTE 65th Annual MeetingMarch 1, 2013Orlando, FL
Chico State University•Maggie Payne
•Phyllis Fernland
East Carolina University•Linda Patriarca
•Betty Beacham
Georgia State University•Gwen Benson
•Susan Ogletree
Ohio State University•Sandra Stroot
•Laquore Meadows
University of Northern Iowa•Dwight C. Watson
•Mary Herring
Participants
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 school-
embedded 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
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Teacher Quality Partnership at ECU
Pathway to an Effective Teacher Co-Teaching Internship
Teacher Candidat
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Intern 1Intern 2
Clinical Teacher
Instructional Coach
Principal Investigator: Dean Linda PatriarcaProgram Director: Dr. Betty Beacham
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Co-Teaching Internship: What is Viewed as Innovative?
CONCEPTUAL REFRAMING:
1.Planning and assessment as important as instruction
2.Clinical teacher and intern(s) focus on co-planning• Dialogue around goals• Activities to reach goals• Assessments to determine whether goals are met
3.Roles and responsibilities more collaborative than supervisory
4.Apprenticeship model employed-not supervisory model
5.Focus on K-12 students rather than on the student teacher
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Co-Teaching Internship: How Is Clinical Practice Enhanced?
INTERN: 1. Co-Planning—Integral part of the model2. Using clear co-teaching strategies3. 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 attention2. Dialoguing about planning, leading to better conceptualized and articulated lessons3. 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 quality2. Increasing more professional development for smaller cadre of clinical teachers3. Creating a cadre of intern teacher leaders with common goals/processes
PROCESSES AND OUTCOMES
Co-Teaching Internship: What are Measures of Effectiveness-Processes and Outcomes?
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 lessonsb. 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 Instrument12. Scores on the CLASS Lite
Daring Venture: Innovative Use of Clinical Placements and Performance
Assessments
Network for Enhancing Teacher Quality (NET-Q)
Georgia State University
Urban and Rural Residency
Quick Facts:• Residency and Pre-Baccalaureate• Urban and Rural• 29 LEAs• 1000+ Teachers Prepared
Network for Enhancing Teacher Quality
NCTAFGBP
• Cohort Model
• Research Projects: Teacher Intern Professor Model &
Anchor Action Research
• Special Need Population Inclusion Model
• Mentor-Resident Model
• Creating Professional Identities
Most Innovative Features
• Mentor-Resident Model
• Cross Career Learning Communities
• TLINC: Addressing Teaching in Isolation
• Reciprocal Mentoring
• Online and Face to Face Support
Enhanced Clinical Practice
• Student Growth
• Teacher Growth
• Data from Technology Device
• Usage of Professional Growth Plans
• TIP/AAR
Measuring Effectiveness
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, PIDr. 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 programsoSupported by statewide integrated technology platform
•Expand connectivity and clinical placements
UNI Co-Primary Investigators• Mary Herring• Nadene DavidsonUNI Project Manager• Leasha Henriksen
Iowa TQP Project Manager• Mary-Beth
Schoeder-Fracek
Innovation: Immersive Clinical Practice
Experiencing the Communityo Recruiting/Retainingo Signature Community
Evento Welcomed to School/Towno Valued as a Professional
Enhanced Clinical Practice
• Week Longo Connected Lessonso Understand Role of
Teacher• Maximized Teaching Time
o Pre-planning conversations
o Connection with LEA students prior to experience
Measure of EffectivenessOur Questions:1. What contributes to effective teaching?2. How are we impacting education in a rural setting?
Measures:• Reflective Conversation
o Video Recordingo Just In Time Accesso Guiding Questions
• Online Evaluation Rubrico Just In Time Access
Roundtable DiscussionsDiscussion 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.