The Student Teaching Triad
Transcript of The Student Teaching Triad
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The Student Teaching TriadC O O P E R AT I N G T E AC H E R S A N D U N I V E R S I T Y S U P E R V I S O R S
S U P P O R T I N G ST U D E N T T E AC H E R C A N D I DAT E S
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Fall 2021 OrientationCOOPERATING TEACHERS AND MASTER TEACHER
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Final Fieldwork –COVID-19 Style
What to expect?
◦ The unexpected – Flexibility is critical
◦ Professional commitment from all
Mode of Instruction
◦ Virtual
◦ Hybrid
◦ In- Person
Candidates follow site procedures.
◦ Communication with Supervisor about changes along the way
◦ Candidate expectations might need to shift
CTC requirement for “Synchronous Instruction”
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Following COVID Procedures
University Supervisors will not be visiting school classrooms.
Access to teacher candidate’s teaching
Either self-recorded lessons or inviting Supervisor to Zoom in
Candidates will follow CSULB COVID procedures (which require a daily check-in)
Candidates will follow assigned district COVID procedures
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Job of the Cooperating Teacher
Cooperating Teacher (Mentor Teacher, Master Teacher, Site Provider)
◦ Guide, assist, support!
◦ Student Teaching Handbook
◦ Clinical Supervision Overview
◦ Pre-Conference
◦ Lesson Observation
◦ Analysis/Strategy
◦ Conference
◦ Post Conference
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Guiding, Assisting, & Supporting
I Do – We Do – You Do◦ Scaffolding is key
Share lesson planning form/s; expect and review lesson plans
Provide written and verbal feedback on lesson planning and delivery◦ Consider using the “EDSP Observation Feedback with TPE” form (can be
provided by the University Supervisor)
Calendar expectations◦ Gradual release
Participation by some candidates in the pilot TPA field test◦ Video recording lesson and reflection
Competency Checklist Items and Portfolio Projects – overview◦ Articulate policy and practice related to IEP decision making (observe
IEP planning and meetings, interview staff & parents)
◦ Document Examples from 1 Focus Student
◦ Progress Monitoring (for all IEP goals)
◦ Assessment Report (informal and formal assessment findings)
◦ Collaboratively develop/write IEP
◦ Lesson plans across content areas that indicate adaptations per IEP and data collection
◦ Individualize Behavior Plan
◦ Document Adaptation - evaluate effectiveness and plan schedules
◦ Demonstrate collaboration in planning for IEP and leading IEP
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Weekly Journals from Teacher Candidates
COMPLETED ON S4 @ THE BEACH
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Candidate Shared Documentation
S4@ The Beach
◦ Weekly submission (Sunday PM) by
candidate
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Observational FeedbackPROVIDING REGULAR FEEDBACK
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Observation Form
Lesson Planning
Learning Environment
Lesson Delivery
Assessing Teacher Effectiveness
Professionalism
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Review of Formative and Summative Documents
COMPLETED ON S4 @ THE BEACH
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Formative and Summative
•EDSP Competency Checklist: candidate expectations used as guide for feedback
•Progress towards competencies
•Beginning Teacher expectations – calibration of expectations
•General summary of progress towards these competencies
•Formative data using 1 – 4 scale
Mid-Point Formative Evaluation
•EDSP Competency Checklist:
•All areas assessed using 1 – 4 scale
Final Summative Evaluation
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Sharing Skills – The Student Teaching
TriadPAST PRACT ICES & T IPS
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Clinical Supervision Process
Pre-Conference: Build rapportDiscuss supervision
process
Establish focus of scheduled observation
Using lesson plan, establish lesson objectives, student
behaviors, teaching strategies, and assessment
Set logistics - when, where, how for lesson observation
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Clinical Supervision Process
Lesson Observation: Observe lesson
Take full anecdotal record Or record data decided upon in the
pre-conference
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Clinical Supervision Process
Analysis/Strategy: Review Data
Compare data to lessonobjective and focus areaLook for patterns ofneeds, success
Plan conference
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Clinical Supervision Process
Conference: Establish rapport
Discuss: focus area and observations
Probe for teacher comments,
reflections, and concerns
Discuss alternatives Instruct in area of
need Establish next step (s) and/or next
focus area
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Clinical Supervision Process
Post Conference:Analyze the
effectiveness of the conference
Elicit input from the Student
Teacher
Incorporate suggested
changes and approaches
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Role of University Supervisor
Macro Perspective
◦ K-22, all content areas, variety of instructional delivery models and settings
◦ Guiding candidate in a variety of types of field experiences
Guide Candidate in Reflective Practices and Assess Progress
◦ Journaling (S4@The Beach) and mentoring through conferences
◦ Portfolio examples
◦ Progress through Competencies
Lead Evaluation Process
◦ Midpoint – Cooperating Teacher and Supervisor
◦ Lesson Plan observations and feedback – Cooperating Teacher (informal) and Supervisor (formal)
◦ Portfolio review – Supervisor
◦ Disposition reflection
◦ Final Evaluation - Cooperating Teacher and Supervisor
◦ Individualized Development Plan (Transition Plan)
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Candidate Expectations
Semester-Long Job Interview
◦ Traditional Student Teachers are visitors and Interns are probationary status
◦ Professional Disposition
◦ Professional communication
◦ Preparation
◦ Timeliness and Attendance (4 days week)
◦ Flexibility
◦ Problem Solving
◦ Documentation
◦ Collaborating with Supervisor
◦ Administration awareness
◦ Remediation & Dismissal
◦ ESCP Coordinator – [email protected]
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Student Teachers Join
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Welcome to Fall 21
Student Teaching
Agenda:
Welcome and overview of Student Teaching
Review of Student Teaching Timeline
Breakout Group Meetings with triad: Student Teacher,
Cooperating Teacher, University Supervisors
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Student Teaching Timelines
4 full days of the week for a full semester of
student teaching for traditional student teachers.
The 5th day is used for observations across the k-
22 spectrum.
Phases of student teaching – modeling gradual
release
Support for Interns as they assume all teaching
responsibilities
Using the Timeline in the Student Teaching
Handbook
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Breakout MeetingSTUDENT TEACHING TRIAD