The Teacher Support Specialist (TSS) Program TSS Training through Redelivery College of Education...

The Teacher Support Specialist (TSS) Program

TSS Training through Redelivery

College of EducationValdosta State University

Valdosta, Georgia

(updated June 2004)

Written by:Shirley Andrews, Ed.D.

Teacher Support Specialist Program Coordinator

College of EducationValdosta State University

E-mail: [email protected]

Overview of TSS Preparation Phase/Phase I TSS Redelivery Model Agenda and Syllabus TSS Mentor Manual Table of Contents Introduction to TSS Roles/Responsibilities of the TSS

Teacher Reflection Problems/Needs of Preservice,

Beginning, and Inservice Teachers

Overview, contd. Action Plan for Supervision Characteristics of Adult Learners Models of Supervision Supervisory Skills Learning Styles/Multiple Intelligences Elements of Effective Teaching Danielson’s “A Framework for

Teaching”

Overview, contd. Legal/Professional/Ethical Issues Technology Internship Journal Articles

Journal Articles to Share with Protégé

Quotes Resources

IntroductionsActivity

1. Find a partner - someone you do not know.2. After you and your partner share with each other make a Calling Card for your partner using name tents.3. Display your partner’s Calling Card and be prepared to introduce your partner to the rest of the group. 4. Tell one thing about your partner that you found interesting.

Introduction

Introduction to TSS TSS Article: Mentoring Matters Purpose TSS Program Objectives PSC Certification Rules

505-2-.124 Teacher Support Specialist Endorsement

The Georgia Mentor Teacher Program Informal Mentoring is Not Enough

Introduction to TSS, contd. Benefits of Induction Mentoring to Improve Teaching

Practices Assessment of Mentoring Strategies

– Handout 8: Strategies for Using Mentoring to Improve Teaching

Components of an Effective Induction Program

Reflective Journal Part I Activity A

Mentoring Reflections Guide Complete the “Introductory

Prompts” Complete “My Motivations for

Mentoring” Be prepared to share

Time: 5 minutes

Reflective Journal Part I Activity A, contd.

Complete Final Reflections Share any personal sentiments

about the importance of mentoring.

Time: 5 minutes

*Remove completed “Mentoring Reflections Guide” from MM to place in Reflective Journal Part I in TSS Portfolio

The heart and soul of mentoring is an outgrowth of belief in the value and worth of people and an attitude toward education that focuses upon passing the torch to the next generation of teachers.

- Head, Reiman, & Thies-Sprinthall, 1992, p. 5

Roles and Responsibilities of the TSS

Roles and Responsibilities of the TSS

Roles of TSS Mentor Counselor Teacher Role model Coach

Guide Sponsor Colleague Other?

Roles and Responsibilities of the TSS, contd. Primary Functions of the TSS

To support the development, refinement, and advancement of effective teaching practices

To provide appropriate technical assistance and guidance to improve the teaching performance of others

Meeting regularly with protégé, both formally and informally, is necessary to provide support structure for protégé

Roles and Responsibilities of the TSS, contd.

Responsibilities of the TSS Characteristics of a TSS A TSS needs to be…

Qualities/Characteristics of an Effective Mentor An effective, skilled

teacher Good

communicator Good listener Enthusiastic Confident Dedicated Sensitive Caring

Patient Nonjudgmental Professional Experienced Flexible Energetic Tactful Trusted role model Other?

Qualities of the High-Performance Mentor Teacher: Knowledge, Skills, and Values

Commits to the Roles and Responsibilities of Mentoring

ServesServes as an Instructional Coach

Accepts the Beginning Teacher as a Developing Person and Professional

Models a Commitment to Personal and Professional Growth

Reflects on Interpersonal Communications and Decisions

Communicates Hope and Optimism for the Future

(Rowley, 1999)

Roles and Responsibilities of the TSS, contd.

100 Things a Mentor Teacher Might Do

Levels of Teacher Support Preservice Teachers

Field Experience Students Practicum/Apprenticeships

Student Teachers

Levels of Teacher Support, contd. Inservice Teachers

Beginning Teachers (traditional/nontraditional)

Interns Intern (provisional

certification/alternative preparation, career-changers, TAPP)

Experienced Teachers New to School System

Experienced Teachers Needing Revitalization

What is a Mentor?Activity:

1. Form 4 groups of approximately 3 people

2. Groups Yellow and Blue: Create an acrostic using the word MENTOR

3. Groups Green and Orange: Create an acrostic using the word PROTÉGÉ

4. Display acrostic on wall – be prepared to share

Time: 10 minutes

Reflective Journal Part I Activity BWhat is a Mentor?

1. Recall one of your mentors from each of the following areas:

• Your childhood• Your neighborhood• Your professional career

2. How were each of these mentors alike? Different? What qualities/characteristics made them stand out in your mind as mentors?

*Place in Reflective Journal Part I of TSS Portfolio

Reflective Journal Part I Activity C

Elaboration Upon One or Two Episodes This activity is an out-of-class activity

to be included in the Reflective Journal Part I of TSS Portfolio.

See the TSS Reflective Journal section of the TSS Preparation Phase Syllabus for directions for completing this activity.

What Can Schools Do to Help Beginning Teachers? Activity: In groups of four…

1. Individually read Moran’s (1990) article, “Schools and the Beginning Teacher”2. Discuss what is being done in schools.3. Discuss what schools CAN do to help

beginning teachers.4. Create a visual and prepare to explain

what schools can do to help beginning teachers.

5. Display your visual. Time: 15 minutes

Out of Class Assignment Read the following articles before

the next training session: “The Good Mentor” “Reflection is at the Heart of Practice”

“Approaches to Teacher Reflection” “Lifesaving 101: How a Veteran

Teacher Can Help a Beginner”

Three Common Mentor Problems Activity:

In groups of four brainstorm possible ways to effectively respond to the problem assigned to your group.

Group 1– 1st problem Group 2 – 2nd problem Group 3 – 3rd problem

Be prepared to share.Time: 8 minutes

Needs Assessment Needs Assessment Questionnaire

for Mentors

MentoringA nurturing process in which a more skilled or

more experienced person, serving as a role model, teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s professional and/or personal development. Mentoring functions are carried out within the context of an ongoing, caring relationship between the mentor and protégé.

(Anderson and Shannon, 1987)

The degree to which I create relationships which facilitate the growth of others as separate persons is a measure of the growth I have achieved in myself.

Carl Rogers

Problems/Needs of Beginning Teachers

Reflective Journal Part I Activity D

My Chief Concern as a Classroom Teacher Directions: Respond in writing to

the following questions: What is your chief concern as a

classroom teacher? Why is this a concern?


The Most Common Problems of Beginning Teachers Activity:

Working in groups of three (3), in the left-hand column of the handout “The Most Common Problems of Beginning Teachers,” list what you believe are the eight (8) most commonly reported problems of beginning teachers

Be prepared to share Listings will be compared to Veenman’s

Research.Time: 10 minutes

Problems/Needs of Beginning Teachers, contd.

Perceived Problems of Beginning Teachers (Veenman, 1984)

Problems/Needs of Beginning Teachers, contd.Top Five Problems For BTs Related to

School Environment (Ligon, 1988)1. Low salary2. Stress3. Lack of classroom materials/supplies4. Inadequate equipment5. Heavy teaching load

• Not having a classroom• Change in scheduleAgree? Disagree?

Problems/Needs of Beginning Teachers, contd.

Sources of Problems for BTs (Deal & Chatman, 1989)

Classroom Management Needs of BTs (Cangeloni, 1988)

Challenges that Lead to High Turnover Rates

Needs of BTs (Brock & Grady, 1997) Ten Factors That Contribute Positively to

School Climate (Sweeney, 1988)

“The teaching profession is one of the few, if not the only profession, in which beginners are expected to assume full responsibilities the first day on the job.”

(Huling-Austin, 1988)

“We tend to give the hardest job to the least experienced.” (ASCD, 1987)

“We use the ‘sink or swim’ approach.” (Lortie, 1975)

“92% of new teachers do not seek help unless required to do so.” (Gray & Gray, 1985)

“Education has been dubbed the profession that eats its young.”

(Halford, 1998)

All I Really Need to Know I Learned from Noah’s Ark

1. Don’t miss the boat. 2. Remember: We’re all in the same boat. 3. Plan ahead. It wasn’t raining when

Noah built the Ark. 4. Stay fit. When you are 600 years old,

someone may ask you to build something really big.

5. Don’t listen to critics; just get on with the job that needs to be done.

6. Build your future on high ground. 7. For safety’s sake, travel in pairs. 8. Speed isn’t always an advantage. The

snails were on board with the cheetahs. 9. When you’re stressed, float a while. 10. Remember, the ark was built by

amateurs; the Titanic by professionals.

Problems/Needs of Beginning Teachers, contd. Activity: Perceived Problems: Carousel

Brainstorming Form groups of three (3) Report to assigned station and record

relevant effective practices and resources to meet perceived need written on chart paper

At the signal move to the next station to your right

Groups will rotate through all 8 stations

Action Plan

Action Plan for Supervision Action Plan for Supervision

Examples Student Teacher Action Plan Beginning Teacher Action Plan

Optional: New Teacher to System Action Plan

*Action Plans will be placed in TSS Portfolio

Action Plan, contd.

To develop your Action Plans bring:HandbooksGuidelinesFormsSchool calendarsAny other materials

Adult Learners

Characteristics of Adult Learners

Glickman’s Adult Development and Life Transitions

Krupp’s Steps in Achieving a Skill Gordon’s Skill Development Ladder

Burke, Fusler, & Christensen’s Components of the Career Cycle

Preservice Induction Competency Building Enthusiastic and Growing Career Frustration Stable but Stagnant Career Wind-Down Career Exit

Moir’s (1990) Phases of New Teacher Growth

Anticipation Survival Disillusionment Rejuvenation Reflection

Characteristics of Adult Learners, contd.

Characteristics of Adult Learners

Characteristics of Adult Learners, contd.

Moir’s (1992) Continuum of Skills, Knowledge, & Attitudes Beginning Abilities Advanced Abilities

Beginning Teachers as Adult Learners

Form groups of 3. Reflect on the principles of adult

learning and their implications for mentoring.

Complete “Beginning Teachers as Adult Learners” by identifying at least one implication for each of the five principles.

Beginning Teachers as Adult Learners, contd. Identify specific ways that each

principle might influence the practice of a mentor teacher.

Example:The principle that adults need to be self-

directing might lead a mentor teacher to be cautious about being too directive, especially early in the relationship.

Be prepared to shareTime: 8 minutes

Models of Supervision

Models of Supervision Complete inventory *“What is Your

Educational Philosophy?” Complete self-score Read “What Is Your Educational Philosophy?

– Implications” Read “Essentialism, Experimentalism, and

Existentialism” (*Extra copy is included at the end of the “Models of Supervision” section so feel free to write on the first copy)

Time: 20 minutes

Models of Supervision, contd. Compare and contrast Glickman’s

philosophical stances. Use the visual organizer and collect information based on criteria. Analyze the information by listing similarities and differences.

Time: 10 minutes

Models of Supervision, contd. Complete *“The Supervisory Beliefs

Inventory” Read “The Supervisory Beliefs Inventory”

information Complete self-score Read “Three Approaches to Mentoring” Read “Relationship of Philosophy,

Control, and Supervisory Belief” (*Extra copy included at end of section)

Time: 20 minutes

Models of Supervision, contd. Using data from your inventories, write

a one-page “Supervisory Beliefs Statement” that reflects your philosophy and beliefs about supervising from the perspective of a TSS.

Be prepared to share. Place in TSS Portfolio

Time: 30 minutes

Models of Supervision, contd.

“Chapter SixSupervisory Behavior Continuum: Know Thyself”

Glickman’s Supervisory Behavior Continuum

Video Case Study: Kristin and Beverly

Read the background information about the case study - “Video Case Number 1: Kristin and Beverly”

As you view the video, carefully observe Beverly during the conference and record her communications by placing tally marks in the appropriate boxes on the “Developmental Mentoring Data Sheet”

Determine if the tone of the conference is nondirective, collaborative, or directive.

Time: 12 minutes

Developmental Mentoring Data Sheet

Developmental MentoringData Sheet

NONDIRECTIVE

COLLABORATIVE

DIRECTIVE

Listening

Clarifying

Encouraging

Reflecting

Presenting

Problem Solving

Negotiating

Directing

Standardizing

Reinforcing

Supervisory Skills

Supervisory Skills:Observing

Supervisory Skills Observing

Observation Feedback Cycle Notetaking Tips Examples of Notes Various Data Collection Instruments Article for further reading:

“Techniques in the Supervision of Teachers: Preservice and Inservice Applications”

Supervisory Skills, contd. The Observation of Teaching Planning for Observation Most Used Observation Techniques

Selective Verbatim Verbal Flow At Task Class Traffic Interaction Analysis Global Scan

Supervisory Skills:Conferencing

Supervisory Skills, contd. Conferencing

Conferencing Skills Guidelines for Good Conferences Conference Observation Guidelines

Opening Sharing Information (Give and Get) Summary and Direction (Closure)

Supervisory Skills, contd. Self-Evaluation Feeling Word List Relationship Building Analysis of Observed Teaching Processes for Providing Feedback

Conferencing Skills, contd. Trust Building Skills

Complete TB-2 (5 minutes) Be prepared to share

Rapport Building View video (10 minutes) In groups of three

Complete TB-3 (20 minutes)

Conferencing Skills, contd. Trust Building Skills, contd.

Presuppositions View video - 4 minutes Read TB-4 (5 minutes) In Groups of Three

Complete TB-5 (15 minutes) Whole Group Discussion

Conferencing Skills, contd. Questioning Skills

View video – 7 minutes Mediational Questions

Form pairs Read Q-2

In groups of three Complete Q-3, Q-4, Q-5, Q-6 (20 minutes)

Whole Group Discussion

Conferencing Skills, contd. Responding Skills

View video – 6 minutes Clarifying Statements

Complete R-2 (10 minutes) In groups of three

Complete R-3 (20 minutes) Whole Group Discussion

Conferencing Skills, contd. Empowering Skills

View video – 12 minutes Generating Alternatives, Accepting

Responsibility, Becoming More Precise In groups of three

Complete E-2, E-3, E-4 (30 minutes)

Whole Group Discussion

Supervisory Skills, contd. View video “Conferencing Skills

Practice I” Transcript for Practice I (Elementary)

Preconference Transcript for Practice I (Elementary)

Postconference

Supervisory Skills, contd. View video “Conferencing Skills

Practice II” Transcript for Practice II (Secondary)

Preconference Transcript for Practice II (Secondary)

Postconference Information for further reading

from “Another Set of Eyes”

Activity Watch the video “Tina’s Predicament.” During the video, watch for the following

Opening (How was rapport established?) Sharing Information (How did the mentor

allow for and encourage protégé contribution?)

Summary and Direction (Was there to be a follow-up?)

Look for positive qualities and something that needs improvement (Glow/Grow).

Supervisory Skills:Coaching

Supervisory Skills, contd. Coaching

“To Coach” Stages of Skill Development Commonly Used Coaching Strategies

Articles for further reading

Reflective Journal Part I Activity E

The Good Coach Reflection Guide – Directions: Complete the “The Good Coach Reflection Guide


Supervisory Skills:Communication

Supervisory Skills, contd. Communicating

Communication Cycle Listening and the

Communication Process

Communicating Tips for Effective

Communication Listen. Watch the body language. Choose your medium carefully. Load your mouth before you

shoot it.

Communicating, contd. KISS (keep it simple, sister). Remember that everything you

do communicates. Give and ask for feedback.

Communicating, contd. Listening and Responding

Paraphrasing Clarifying

Communicating, contd. Active listening is…

The most important communication skill

Often perceived as a passive activity A critical attribute of a good

communicator A skill that can be improved A skill that only 25% of the population

has mastered

Communicating, contd. Attitudes that are Essential

Prerequisites to Active Listening Listening to Others Principles of Human Interaction

Related to Communication Verbal Skills for Effective

Conferencing

Communicating, contd. Helpful/Not-So-Helpful Responses

Verbal Villains Detective Magician Drill Sergeant Hangman

Communicating, contd. Verbal Villains, contd.

Guru Historian Sign Painter Florist

(adapted from “The High Performance Mentoring Program” by James B. Rowley)

Other Villains

Do you know any of these “Tater People”?

Some people never seem motivated to participate, but are just content to watch while others do the work. They are called Speck Taters.

Some people never do anything to help, but are gifted at finding fault with the way others do the work. They are called Comment Taters.

NO!

NO!

NO!

Some people are very bossy and like to tell others what to do, butdon't want to soil their own hands.

They are called Dick Taters.

Some people are always looking to cause problems by asking others to agree with them. It is too cold or too hot, too sour or too sweet. They are called Agie Taters.

There are those who say they will help, but somehow just never get aroundTo actually doing the promised help.

They are called Hezzie Taters.

Some people can put up a front andpretend to be somebody they are not.

They are called Emma Taters.

Then there are those who love others and do what they say they will. They are always prepared to stop whatever they are doing and lend a helping hand. They bring real sunshine into the lives of others. They are called Sweet Taters.

Which kind of “Tater” are you?

Communicating, contd.

“We have been given two ears and but a single mouth, in order that we may hear more and talk less.”

Zeno of Citium

Communicating, contd. Activity

Read the background information about the case study - “Video Case Number 2: Monica and Soammy”

As you view the video, complete the Helping Relationship Observation Guide

Be prepared to shareTime – 8 minutes

Learning Styles

Prepared by Dr. Adele DucharmeDepartment Head, Middle Grades & Secondary

EdValdosta State University

Learning Styles/Multiple Intelligences Beliefs About Student Learning Animal School Multiple Intelligences Adult

Inventory

Learning Styles/Multiple Intelligences, contd. Multiple Intelligences Adult Inventory

Sum the points given to each “A” item. Do the same for items “B” through “H.”

The highest two numbers indicate your preferences for processing information.

Get a partner. Refer to the charts on the “8 Ways of

Knowing” handout. What intelligence is the descriptors in the first grouping aligned?

Do the same for the other 7 groups.

Learning Styles/Multiple Intelligences, contd.Answers: Grouping A - Verbal-Linguistic Grouping B - Logical-Mathematical Grouping C - Visual-Spatial Grouping D - Musical-Rhythmic Grouping E - Bodily-Kinesthetic Grouping F - Interpersonal Grouping G - Intrapersonal Grouping H - Naturalist

Learning Styles/Multiple Intelligences, contd.

Additional documents pp. 178-185 in TSS Mentor Manual

Learning Styles/Multiple Intelligences, contd. Assessing Your Personal Learning Style

Count the number of A’s you marked. If you have 6 A’s or more your style is

Grouper. If less that 6 A’s your style is Stringer.

Refer to the “Scoring Guide” on p. 196 and “Characteristics for Brain Preferences” on p. 197 for additional information.

Learning Styles/Multiple Intelligences, contd. Assessing Your Problem-Solving Style

Count the number of B’s you marked. If you have five or more B’s your style is

Helicopter. If less that 5 B’s your style is Pathfinder.

Refer to the “Scoring Guide” on p. 196 and “Characteristics for Brain Preferences” on p. 197 for additional information.

Learning Styles/Multiple Intelligences, contd. Questionnaire Based upon your answers color in your

brain (use two different colors). If your answer is 1a, color in 1a. If your answer is c, color in a and b for

that number. Total the numbers on the right, then total

the numbers on the left. The higher number shows your

preference.

Learning Styles/Multiple Intelligences, contd. Adult Modality Checklist

Sum all the points you gave for all A items.

Put the total under the A on the back of the checklist.

Do the same for B and C items. Your highest number represents your

modality preference.A = VisualB = Auditory C = Tactile/kinesthetic


Student Inventories What Is My Brain Doing? Study Habits


Learning Styles in Relationship to Mentoring Do not force your learning style on

protégé Help protégé become aware of his/her

learning style Help protégé to learn to provide time

during week to meet all students’ learning styles and intelligences


Help protégé establish a classroom environment conducive to all students’ learning.

When communicating with protégé be sure to use his/her learning styles, words, etc.

Use positive feedback in manner in which he/she feels most comfortable.

Elements of Effective Teaching

Reflective Journal Part I Activity F

Characteristics of Effective Teachers Directions:

List what you believe are the five (5) most important characteristics of an effective teacher. Explain why you believe each of the characteristics are important.


Elements of Effective Teaching Effective Teaching Five Ways to Manage Your Classroom Strategies for Low Achieving Students Charts with

Effective Teaching Skills Elements of Enthusiasms Guidelines for Effective Praise

Ten Tips for Teachers in Multicultural Classrooms


Elements of Effective Teaching

Additional Effective Teaching Information Practical Suggestions: Time Management Top 10 Instructional Strategies for Achievement Witcher-Travers Survey of Educational Beliefs

Description and Rationale of Survey Link to survey:

http://www.abacon.com/witcher-travers/survey.html Scoring Interpretation


Prepared by: Dr. Lynn Minor

Dept. of Early Childhood and ReadingValdosta State University

A Framework for Teachingby

Charlotte Danielson

A Framework for Teaching Consists of 4 Domains

22 components (5- 6 components in each domain) which defines distinctive aspect of that domain

2-5 elements in each component that describe a specific aspect for teaching

Components are related to one another Level of Performance

Grounded in research and wisdom of experienced teachers

A Framework for Teaching, contd.

Understanding the Four Domains

Domain 1: Planning and Preparation Component 1a: Demonstrating Knowledge

of Content and Pedagogy Component 1b: Demonstrating Knowledge

of Students Component 1c: Selecting Instructional Goals Component 1d: Demonstrating Knowledge

of Resources Component 1e: Designing Coherent

Instruction Component 1f: Assessing Student Learning

Domain 2: The Classroom Environment Component 2a: Creating an Environment of

Respect and Rapport Component 2b: Establishing a Culture for

Learning Component 2c: Managing Classroom

Procedures Component 2d: Managing Student Behavior Component 2e: Organizing Physical Space

Domain 3: Instruction Component 3a: Communicating Clearly

and Accurately Component 3b: Using Questioning and Component 3c: Engaging Students in

Learning Component 3d: Providing Feedback to

Students Component 3e: Demonstrating

Flexibility and Responsiveness

Domain 4: Professional Responsibilities Component 4a: Reflecting on Teaching Component 4b: Maintaining Accurate

Records Component 4c: Communicating with Families Component 4d: Contributing to the School

and District Component 4e: Growing and Developing

Professionally Component 4f: Showing Professionalism

A Framework for Teaching, contd. Classroom Observation Record Portfolio Purposes

For self-reflection and analysis To support mentoring and coaching

relationships To strengthen a resume

Worksheet D: Sample of Contents VSU Preservice Teachers’ portfolios:http://education.valdosta.edu/coeii/portfolios/Default.asp

Legal/Professional/Ethical Issues

Legal/Professional/Ethical Issues

Professionalism and Ethics Brainstorm behaviors that may be

construed as unprofessional Whole Group Discussion

How would you go about addressing any of these issues with protégé if he/she exhibited one or more of these behaviors?

Legal/Professional/Ethical Issues, contd.

Legal, Ethical, and Professional Issues The Code of Ethics for Georgia

Educators (brochure) and document The Investigative Process Disciplinary Actions Educator Monitoring Heading Off Legal Problems The Teacher’s Ten Commandments


Georgia’s Code of Ethics for Educators Case Study Activity

Review Code of Ethics for Educators Standards

Read case study on index card Determine which standard(s) the

situation violates (if any) Be prepared to share


Some areas to warn protégé about before situation arises What to do about information

found out in a parent conference that needs to be reported to a social worker or school administrator


What the Georgia Codes, State Board and school system policies are that govern:

Reporting of child abuse Corporal punishment Confidential information Colleague’s unprofessional conduct

Other?

Technology

Technology

On-line Technology Component Link:http://ettc.valdosta.edu/tss/tss.htm

Internship

Final Assignments – Preparation Phase To be completed during Internship Phase but

will count towards completion of Preparation Phase Peer Observation/Analysis

Activities/Reflections Purpose is to practice using observation

technique/instrument and collecting data Must be done with peer, NOT protégé NOT to be videotaped Due on or before Seminar #1

Final Assignments – Preparation Phase (Peer Observations, contd.)

Your Observation of Peer Peer Observation of You

Include in TSS Portfolio (in appropriate section) Preconference AND Postconference

Questions (your set of pre and postconference questions for observation of peer AND peer’s set of pre and postconference questions (if used) for observation of you

Final Assignments – Preparation Phase (Peer Observations, contd.)

Include in TSS Portfolio, contd. The data collection instrument you

used when observing peer with data collected

Notes you took Your written self-analysis/reflection of

observing peer

Final Assignments – Preparation Phase (Peer Observations, contd.) Include in TSS Portfolio, contd.

The data collection instrument (with data collected) your peer used when observing you

Any notes taken by your peer Your written self-analysis/reflection of

being observed by peer Must be completed BEFORE Videotaped

Practice of Preconference and Postconference with Protégé/Self-analysis/Reflection

Final Assignments – Preparation Phase, contd. (Videotape of Lesson) To be completed during Internship

Phase but will count towards completion of Preparation Phase Videotape and written

self-analysis/reflection of you teaching a lesson

Include lesson plan Due at Seminar #1 Include in TSS Portfolio in appropriate

section

Internship Phase In addition to completing the TSS

Preparation Phase, successful completion of a 50 hour internship is required to be eligible for the Teacher Support Specialist endorsement granted by the Georgia Professional Standards Commission.

After successfully completing the 50 hour Preparation Phase a teacher may enroll in the TSS Internship Phase.

Will receive five (5) hours SDU credit

Internship Phase, contd. Requirements

Videotaped Practice of Preconference and Postconference with Protégé/Self-analysis/Reflection

Purpose is to practice using conferencing techniques

Must be done with protégé, NOT peer

Pre/post conference questions, instrument, data collected and notes are NOT required as documentation

Internship Phase, contd. (Videotaped Practice of Pre and Postconference with Protégé )

Must be completed BEFORE Observation Cycle #1

Due during or before Seminar #1

Include in appropriate section of TSS Portfolio

Internship Phase, contd. Requirements, contd.

Three (3) Observation Cycles supervised by TSS intern supervisor

Documentation includes Preconference AND postconference

questions Instrument used Data collected/Notes taken Include in appropriate section of

TSS Portfolio

Internship Phase, contd.

Requirements, contd. Participation in four 2-3 hour

seminars Reflective Journal Part II Activities Final TSS Portfolio

Reflective Journal Part I Activity G

My Final Reflections View video

“Beginning Teachers: Final Reflections”

Complete “My Final Reflections”


Complete Course Evaluation Check

Mentor Manual TSS Portfolios

Journal Articles

Quotes

Resources

TSS Web Site:http://

coefaculty.valdosta.edu/tss/

For additional information about VSU’s TSS Program contact:

Dr. Shirley Andrews, TSS Program Coordinator E-mail: [email protected] Phone: 229-293-6068 Fax: 229-333-7167

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