“Those having torches will pass them onto others” - Plato

1. Cooperating Teachers and Student TeachersPAIRS WORKSHOPMSU Denver School of EducationSpring 2018 “Those having torches will pass them onto others” - Plato

2. Objectives for today • Plan for CT/ST collaboration • Discuss importance and roles of CT as a mentor • Instructional Coaching • Review different models of Co-Teaching • Answer any questions you may have • Capture questions on post-its as we go • This is NOT “Everything you ever wanted or needed to know about mentoring and student teaching”…

3. Long Term Goals • Develop CT library based on: • Knowledge of effective practices • Needs/wants you all identify • Capture ideas on notecards as we go

4. Questions for today on post-its • Resources, tools, support needed/desired on notecards

5. Beginning teachers Beginning teachers can only reasonably be expected to succeed if they receive intentional, comprehensive support catered to meet their unique needs.

6. No standard schedule

7. Each situation is different…

8. Establishing a collaborative relationship

9. Dilemmas v. conflicts Dilemmas/Tensions Conflicts

10. Dilemmas v. conflicts Dilemmas/Tensions Conflicts Communication Communication Communication Unclear/Unmet Expectations Lack of professionalism University/school divide/communication • Sharing the classroom vs. head teacher as accountable • Teacher Candidate learning vs. student learning • Opportunities to try/fail • Developmental trajectory • Replicating practice vs. inventing practice

11. Reminders CALENDAR: • Required start date = January 16th • End date = May 11th • unless you need to make up days • STs follow the school district calendar for breaks NOT MSU HANDBOOK: • Use this as your guide! • Supervisors will be in touch shortly, if they have not been already. • Teacher Work Sample • Midterm and Final Evaluations • (Supervisor enters electronically in discussion with triad)

12. Role(s) of the mentor teacher

13. Working Definition of Mentoring Professional practice that occurs in the context of teaching whenever an experienced teacher supports, challenges, and guides [pre-service] or novice teachers in their teaching practice. Odell and Huling (2000, p. xv). Quality Mentoring for Novice Teachers What words or ideas come to mind when we you think about Mentoring?

14. Significance of Cooperating Teachers (CT) • Effective CTs are critical to clinical experiences. • Student teachers view student teaching as the most important component in preparation and consider CT as essential to their success. • “Cooperating teachers are the most powerful influence on the quality of student teaching and shape what student teachers learn by the way they mentor” (Weiss & Weiss, 2001)

15. 11 Ways Cooperating Teachers Participate in Teacher PREPARATION Brodie, Cowling, Nissen, (2009), Understanding participation: A literature review • Providers of feedback • Gatekeepers of the profession • Modelers of practice • Supporters of reflection • Gleaners of knowledge • Purveyors of context • Conveners of relation • Agents of socialization • Advocates of the practical • Abiders of change • Teachers of children

16. Qualities: High-Performance Mentor Teacher Rowley, J. (2009) The High Performance Mentor

17. 4 Domains of support

18. effective mentoring: 4 Domains of Support

19. effective mentor Traits (Johnson, 2008) • Sensitive to the needs of beginning teachers. • Ability to listen (invite discussion). • Communicate openly (includes sharing struggles). • Understanding of diverse learning preferences & past experiences. • Restraint from judgment (use data to reflect). • Modelcontinuous professional learning. • Shares understanding of state/national standards as well as district/school expectations and norms.

20. So….what about instructional coaching?

22. Structures to support Collaborative Clinical Mentoring Model Establish: • Co-planning time. • Observation routine. • Conferencing opportunities to provide feedback and engage in a process of continuous improvement. To consider, for example: • When will we schedule? What times of day are available? How can we make it consistent? • Can we implement each step of the process? What will this look like? • Challenges?

23. Post-Observation Conferencing:effective feedback • Effective feedback is timely, addresses intended learning, and offers clear, specific details. • Describe observations rather judge. What did you see? • Occurs during the learning process, when one can act. • Effective feedback does not “do the thinking. Discuss alternatives and ask questions rather giving solutions. • Effective feedback limits the corrective information to an amount a receiver can practically process/implement. • Feedback should lead to action.

24. INSTRUCTIONAL mentoring High Leverage Teaching Practices http://www.teachingworks.org/work-of-teaching/high-leverage-practices (Included in Workshop Electronic Handout)

25. Co-Teaching

26. Co Teaching: TEACHER Benefits • Teachers involved in co-teaching report increased professional satisfaction, professional growth, and opportunities for collaboration. • Exposure to new teaching approaches. • More hands-on teaching and interaction with students. • Encourages sharing of expertise and providing feedback. • Those experiencing co-teaching report feeling more energized and creative and had more fun teaching. • More on-task student behavior. • From Collaborative Teaching in Secondary Schools (p. 26)

27. CO-Teaching Approaches (cook & Friend, 1995) • One Teach, One Observe • One Teach, One Support/Assist • Parallel Teaching • Station Teaching • Alternative Teaching • Team Teaching Key Points to Consider: • Parity between educators – switch roles often • Heterogeneous groups – switch students often • Use a variety of approaches!

28. Choose your own adventure… • Partner work to review and start to plan • Look through the explanation and suggestions/cautions with each model • Use the note-taking handout to begin to plan for ways to engage with the various models • Group with me to review all together

29. Approach #1: One Teach, one Observe • In One Teach, One Observe, • Co-teachers can identify in advance what skills, method, behaviors, etc. are to be observed. • Pairs use district/school specific observation tool to document notes and to inform de-briefs.

30. Approach #2: One Teach, One Support/Assist In One Teach, One Support/Assist, • Co-teachers can identify in advance what supports are necessary. • One person would keep primary responsibility for teaching while the other professional circulates through the room providing unobtrusive assistance to students as needed. 

31. Approach #2: One Teach, One Support/Assist One Teach, One Support/assist looks like… Whole Class Teacher Teacher

32. Approach #2: One Teach, One Support/Assist What it does not looks like… One Teach, One grade papers One Teach, One catch up on IEPs One Teach, One catch up on lesson planning

33. Approach #3: Parallel Teaching • In Parallel Teaching, • Teachers are both teaching the same information, but they do so to a divided class group. • Parallel also may be used to vary learning experiences, for example, by providing manipulatives to one group but not the other, or by having the groups read about the same topic but at different levels of difficulty.

34. Approach #3: Parallel Teaching Parallel Teaching looks like… Half of Class Half of Class Teacher Teacher

35. Approach #3: Parallel Teaching What is Does NOT look like… I will plan and teach on my island You plan and teach on your island

36. Approach #3: Parallel Teaching Strategies for Parallel Teaching What can these look like? • Break groups by learning preferences, strengths, etc. • Ensure heterogeneity by using variety of grouping strategies. • Include “brain breaks” or times for teachers to connect and debrief. • Identify physical space needs/locations so this approach can be effectively utilized.

37. Approach #4: station Teaching In Station Teaching, • In this co-teaching approach, teachers divide content and students.  • Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group.  • Third and Fourth "stations" will give students an opportunity to work independently. As co-teachers become comfortable with their partnership, they may add more groups or otherwise create variations of this model.

38. Approach #4: station Teaching Station teaching looks like… Small Group Small Group Small Group Teacher Small Group Teacher

39. Approach #4: station Teaching What is Does NOT Always look like… Gifted Average SPED

40. Approach #5: Alternative Teaching In Alternative Teaching, • In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group.  • These smaller groups could be used for remediation, pre-teaching, to help students who have been absent catch up on key instruction, assessment, etc.

41. Approach #5: Alternative Teaching Alternative Teaching looks like… Small Group Large Group Teacher Teacher

42. Approach #6: Team Teaching In “Teaming,” • In teaming, both teachers share delivery of the same instruction to a whole student group.  • Some teachers refer to this as having “one brain in two bodies.” Others call it “tag-team teaching.” • Most co-teachers consider this approach the most complex, but satisfying way to co-teach. It is the approach most dependent on teachers’ styles.

43. Approach #6: Team Teaching Strategies for Team Teaching What CAN YOU DO? • Develop nonverbal and verbal signals. • Use questions of each other as a teaching strategy. • Facilitate multi-use learning games or activities . • Provide strategic instruction for whole class: mnemonics, graphic organizers, visual notes

44. Questionsabout Co-teaching?

45. Final Questions?

46. References Brodie, E., Cowling, E., & Nissen, N. (2009). Understanding participation: A literature review. London, England: NCVO, IVR & Involve. Johnson, K. (2008). Being an effective mentor: How to help beginning teachers succeed. Thousand Oak, CA: Corwin. Odell and Huling (2000).Quality Mentoring for Novice Teachers. Joint publication: Washington, D.C.: Association of Teacher Educators and Indianapolis, Indiana: Kappa Delta Pi. Rowley, J. (2009) The High Performance Mentor. Thousand Oaks, CA: Corwin. Weiss, E. M., & Weiss, S. (2001). Doing reflective supervision with student teachers in a professional development school culture. Reflective Practice, 2, 125–154.

47. Working Definition of Mentoring Professional practice that occurs in the context of teaching whenever an experienced teacher supports, challenges, and guides [pre-service] or novice teachers in their teaching practice. Odell and Huling (2000, p. xv). Quality Mentoring for Novice Teachers