The Student Teaching Experience at Campbellsville University Empowerment for Learning

What is co-teaching? Co-teaching is 2 or more professionals jointly delivering substantive instruction to a diverse, blended group of students in a single, physical space.

What is co-teaching in student teaching? Enables two professionally-prepared adults to collaborate in the classroom, actively engaging students for extended periods of time. Allows increased opportunities to get help when and how the teacher candidate needs it. Affords teachers opportunities to incorporate co- teaching strategies, grouping and educating students in ways that are not possible with just one teacher.

Shifts in Thinking Preparation No state training State-wide training IntroductionStudent Teacher Teacher Candidate Involvement One Active One Passive Both Active PlanningIndividual planning usually in isolation Designated Weekly Co-Planning Time Solo vs. Lead Teacher candidate solo teaches Teacher Candidate Leads instruction and Directs other adults in classroom and in co- planning time

New vs. Old Co-Plan Co-Teach Co-Reflect Compared to

Co-Planning Cooperating teacher and teacher candidate will set aside AT LEAST 1 hour each week for co-planning time. This planning time should concentrate on which co-teaching strategies should be during the next week.

When Co-Planning, The Pair Will… Decide what content to teach Determine what co-teaching strategies to use Discuss who will lead different parts of the lesson Identify how to assess student learning Share materials and resources

Co-Planning Lesson Plans Co-Teaching Models MondayTuesdayWednesdayThursdayFriday One teach, One observe Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: One teach One assist Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Station Teaching Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Parallel Teaching Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Team Teaching Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Alternative (Differentiated) Teaching Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Supplemental Teaching Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective: Time: Subject: Objective:

Co-Planning Sharing Responsibility Teacher candidates are to begin assisting in the co-planning time from the beginning. Around mid-term the teacher candidate should be sharing the responsibility for the co- planning time. After mid-term the teacher candidate should lead the co-planning time.

Co-Planning/Co-Teaching Schedule 16 Week Placement WeekStrategy Weeks 1 – 2One Teach One Observe Weeks 3 – 4One Teach One Assist Weeks 5 – 6Parallel Teaching Weeks 7 – 8Station Teaching Weeks 9 – 10Supplemental Weeks 11 – 12Alternative Or Differentiated Weeks 13-16Team Teaching 8 Week Placement WeekStrategy Week 1One Teach One Observe Week 2One Teach One Assist Week 3Parallel Teaching Week 4Station Teaching Week 5Supplemental Week 6Alternative Or Differentiated Weeks 7-8Team Teaching

When Co-Teaching, The Pair Will Share leadership in the classroom Work with all students Use a variety of co-teaching strategies View each other as equal partners Manage the classroom together Make changes as needed during a lesson

Co-Reflection Turning a subject over in the mind and giving it serious consideration. John Dewey

Co-Reflection An intentional reflection time is necessary if both cooperating teacher and teacher candidate are to grow through the experience. Each day that a co-teaching strategy is used, please take a few minutes during the day, after the school day or at the beginning of the next day to stop and reflect together about the co-teaching experience.

Cooperating Teacher Roles Help the teacher candidate feel comfortable and welcome Review school policies and procedures Encourage teacher candidate to get involved in school activities Share materials and ideas Assist the candidate in developing standards-based lessons Observe and provide constructive and descriptive feedback Know and implement the co-teaching strategiesMentor and guide the teacher candidate while maintaining and consistency and accountability Model effective teaching strategies and professional behavior Be flexible; allow the teacher candidate to try new ideas Communicate expectationsBe understanding and patient Reflection: Please make sure to review the Reflection Journal each week. Allows you an opportunity to view the Student Teacher Candidates’ perspective on events.

Documents to Share Faculty handbook Student handbook Curriculum guides, curriculum systems,and/or teaching resources School calendar Daily schedule and seating charts Parking regulations School map Emergency procedures Classroom rules and forms (hall passes, absences, tardies, etc.) Screening Information on students (all grade levels) CIITS Students with special accommodations (In order to meet IEP, 504, IFSP) Preschool- selected state curriculum systems (LAP-3, Work Sampling, TS Gold)

Cooperating Teacher Folder Documents List – Cooperating Teacher Checklist Cooperating Teacher Checklist – Teacher Candidate Seminar Dates and Deadlines Teacher Candidate Seminar Dates and Deadlines – Cooperating Teacher Data Sheet and W-9 Form Cooperating Teacher Data Sheet W-9 Form – Disposition Recommendation Form Disposition Recommendation Form – Teacher Candidate Journal Rubric Teacher Candidate Journal Rubric – Portfolio Guidelines – Observation Form A (2 sets) Observation Form A (2 sets) – Observation Form B (2 sets) Observation Form B (2 sets) – Summative Form C Summative Form C – Student Teacher Performance Rubric

Mid-Term and Final Observations Form A Score using Lesson Plan Lesson Observation Note: Tasks A-1 & A-2 are due to you 24 hours before the lesson and Task C is due within 48 hours after the lesson. Form B Score using Journal Post Conference Portfolio Note: We use e-portfolios so the teacher candidate should provide you with a hard copy of artifacts and/or a flash drive. A scoring rubric has been provided for you in the folder.

Observation Schedule Cooperating Teachers and University Supervisors 1. Set up a time for a formal observation. 2. Teacher candidate will provide a lesson plan (Tasks A-1 and A-2) the day before the observation. 3. Review the lesson plan and conduct a pre-conference if revisions are necessary before the lesson is taught. 4. Observe and mark Form A as the lesson is taught. 5. Review the journal and portfolio and mark Form B. 6. Conduct a post-conference to discuss Forms A and B with the student teacher. 7. Teacher candidate will provide a reflection piece (Task C) within hours after lesson.

Balanced Assessment Formative Assessments Observation Instruments with post conference feedback at midterm and final Daily Feedback Summative Assessments Meet with university supervisor to complete a grading rubric. Share with teacher candidate Contributes 30 points toward grade

Balanced Assessment Assessment TaskPoints Summative Assessment from Placement30 Reflective Journal18 Disposition(s)20 Portfolio30 Mock Interview18 Video18 CAP 4 Application10 When teacher candidates have two placements, an average is taken from both placements. Seminar Attendance6

Teacher Candidate Major Projects Collaboration/Task D Choose 1 student Collaborate with another adult within the school setting and/or parent(s) Analyze data from project to determine progress Leadership/Task F Must be outside the classroom either school- wide or in the community Analyze data from project to determine success and growth

Teacher Candidate Roles Come ready to learn; be enthusiastic & show initiative Introduce yourself to team members & school personnel Ask questions and discuss professional issuesShare ideas and work cooperatively; be flexible Help with ALL classroom responsibilitiesKnow your content and be a continuous learner Plan engaging, standards-based lessonsKnow and implement co-teaching strategies Accept feedback and put suggestions for improvement into practice Be proactive in initiating communication with your cooperating teacher and university supervisor Demonstrate respectful behaviorBe reflective about your practice Be patient with yourself and your cooperating teacher Be a sponge; learn all you can from everyone in the building

University Supervisor A university supervisor is assigned to every teacher candidate. This person is a liaison between the university and the school. They will formally observe the teacher candidate at least 4 times during the semester. They will conduct the summative meeting.

University Supervisor Roles Provide a systematic and consistent presence during the student teaching experience Provide program information to the cooperating teacher and teacher candidate Observe and provide feedbackAct as a confidant for both the cooperating teacher and teacher candidate Be an advocate for the teacher candidateHelp the team build good communication and facilitate positive interactions Set clear expectations; be honest about a student’s performance Handle difficult situations that might come up Schedule the 3-way conference after the summative meeting Be knowledgeable in and supportive of the use of co-teaching strategies

Contact Information Carol Bartlett, Ph.D., Student Teaching Coordinator – (office) – (fax) – (cell) – – 1 University Drive, UPO 791 School of Education Campbellsville University Campbellsville, KY 42718