CALIFORNIA STATE UNIVERSITY SAN MARCOS SINGLE SUBJECT CREDENTIAL PROGRAM INITIAL CLINICAL PRACTICE MEETING FOR COOPERATING TEACHERS AND TEACHER CANDIDATES

COOPERATING TEACHER AND TEACHER CANDIDATE TRAINING AND INFORMATION Purposes: Understand Single Subject Program Organization and Focus Review Teacher Performance Expectations (TPEs) Review Co-teaching in Clinical Practice Discuss roles and expectations Peruse community moodle site Conduct Co-teaching conversation with teacher candidate

SINGLE SUBJECT PROGRAM Focus on : clinical practice digital age teachers and learners social justice Teacher Performance Expectations (Fondly known as TPEs)

FOCUS ON CLINICAL PRACTICE (NCATE) 2010 report, Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers “To prepare effective teachers for 21 st century classrooms… to shift away from a norm which emphasizes academic preparation and coursework loosely linked to school-based experiences… and to move to programs that are fully grounded in clinical practice and interwoven with academic content and professional courses.” How is this description similar to and different from your own experiences and expectations?

PROGRAM ORGANIZATION TO FOCUS ON CLINICAL PRACTICE 16 weeks coursework Mondays Co-teaching in clinical practice throughout the program T-F (includes some solo teaching) Follows school site calendar

FOCUS ON DIGITAL AGE TEACHERS AND LEARNERS GROWN UP DIGITAL TAPSCOTT (2009) Broadcast LearningInteractive Learning Teacher centered Individualistic Traditional delivery Learner-centered Collaborative Constructivist

REVIEW: FOCUS ON SOCIAL JUSTICE Differentiation English Learners Special Needs students Equity and Access

REVIEW: CO-TEACHING IN CLINICAL PRACTICE

WHAT IS CO- TEACHING? 1.Tell your partner about any experiences you have had with collaboration. What worked? What didn’t? 2.What does co-teaching collaboration between a cooperating teacher and a teacher candidate look like in clinical practice?

VILLA, THOUSAND, AND NEVIN (2013) Co-teaching is two or more people (i.e., cooperating teacher and credential candidate) sharing responsibility in planning for, teaching, and assessing the students assigned to them for instruction. In a co-teaching clinical practice approach, a cooperating teacher and credential candidate have an ongoing partnership in planning for and practicing four co-teaching approaches to collaboratively teach all students throughout the clinical experience

BENEFITS AND AND CHALLENGES OF CO- TEACHING What would be the benefits of collaborative planning and teaching in clinical practice? What might be some challenges of collaborative planning and teaching in clinical practice?

WHY CO-TEACH IN CLINICAL PRACTICE? 1.Improved student achievement…..the stakes are high 2.Improved teacher preparation….scaffolding and training the brains of beginning teachers 3.Collaboration is crucial to the changing culture of education…isolation is not the most effective process in a constantly changing environment 4.Increased confidence and competence building to solo teaching

REVIEW: THEMES FROM CSUSM CO-TEACHING PILOT RESEARCH Results are from small focus group interviews with a total of 30 teacher candidates and 41 cooperating teachers. Increased Teacher Candidate competence Increased Teacher Candidate confidence Increased opportunities for Teacher Candidate and Cooperating Teacher to actively participate and contribute Overall, stronger teaching to support student learning Increased ability to differentiate

BENEFITS Increased sharing and exchange of knowledge and skills through the processes of collaborative planning, problem solving, and co-teaching Professional development for both cooperating teachers and credential candidates in a shared language and understanding of collaborative planning and teaching and methods for high quality co-planning and co-teaching More opportunity to differentiate instruction to increase student access to and performance in the general education curriculum in mixed-ability classrooms, inclusive of English learners Increased probability of closing the achievement gap and preventing special education referral by providing research- based instruction and intervention in a Response to Intervention co-teaching approach

CHALLENGES OF CO- TEACHING Planning Time – Initially, co-teaching necessarily involves more time for planning together. While building a working relationship, both teachers need time to voice their thoughts and ask one another questions to be sure the lesson preparation and delivery go smoothly. Reflection Time - Since teaching is a recursive process – planning, delivery, reflection -- discussions of assessment and reflection are usually threaded throughout the planning conversations. However, once a routine and pattern emerge, the planning time usually is reduced. Preparation for Individual Teaching – For Co-teaching in Clinical Practice, there is a gradual shift of lead responsibility for the planning from the Cooperating Teacher to the Teacher Candidate. In addition, the Teacher Candidate can do a few days or even a couple of weeks of solo teaching. Relinquishing Control – For some teachers, the idea of not being in complete control is a foreign notion. After all, one teacher per classroom most of the time is certainly the norm. For teachers who have difficulty relinquishing control, co-teaching is not likely a good option.

REVIEW OF CO- TEACHING MODELS Supportive - Supportive co-teaching is when one teacher takes the lead instructional role and the other(s) rotates among the students providing support. Complementary-Complementary co-teaching is when co- teachers do something to enhance the instruction provided by the other co-teacher(s) Parallel - Parallel co-teaching is when two or more people work with different groups of students in different sections of the classroom. Team - Team co-teaching is when two or more people do what the traditional teacher has always done – plan, teach, assess, and assume responsibility for all of the students in the classroom.

PREPARE FOR A GOOD EXPERIENCE Pre-Nuptial Conversation Issues for Discussion and Planning (handout) Clinical Practice Timeline for Primary Teaching Responsibility (handout) Time Commitment necessary for co-planning and reflection conversations Recursive Nature of Teaching (U.S. has 2 planning observations and 2 teaching observations)

ROLES IN CLINICAL PRACTICE (IN BRIEF) University Supervisor Mentor and coach 4 formal observations (2 planning, 2 teaching) Prepares final documents On-Site Liaison Mentor and coach Site contact, sounding board, help in problem solving, reflection guide, etc. Plans opening and closing meetings and meets weekly with TCs Cooperating Teacher Daily role model and mentor Collaborates in co-planning and teaching Guides reflective conversations, offering formal and informal feedback

FACILITATION OF CO- TEACHING CONVERSATION WITH COOPERATING TEACHER AND TEACHER CANDIDATE Purposes: Begin collaboration process with pre-nuptial conversation Explain planning and teaching observations Review suggested timeline for gradual shift in lead responsibility for planning and teaching

PRE-NUPTIAL CONVERSATION: TAKE 2 MINUTES TO BEGIN THE CONVERSATION NOW. Time for planning: How much time do we need? (Suggestion: You will probably need more time initially than you think you might.) When and where will we meet on a regular basis specifically for planning? Communication: How will we ensure regular communication with each other? Instruction: How will we share teaching responsibility this week? How will the content be presented – will one person teach and the other arrange and facilitate? How are we comfortable complementing and supplementing one another during instruction? Student Behavior: If we could each have only three class rules, what would those be? How will we be consistent in dealing with behavior?

CONTINUE THE CONVERSATION When will you finish the pre-nuptial conversation you just started?

PLANNING AND TEACHING OBSERVATIONS What is the recursive nature of teaching? Planning and Reflection Observations: Role of the University Supervisor is to listen, ask questions, and make notes to help with co- teaching. Planning observation at beginning and end of CP as evidence for growth and meeting Teacher Performance Expectations. Performance observation in early and middle of CP.

SUGGESTED TIMELINE AND CP CALENDAR Clinical Practice Teaching ResponsibilitiesUS Support BeginningCT – Lead in planning, teaching, reflection Candidate – Complementary and Supportive Planning Observation EarlyCT – Primary lead in planning and teaching Candidate – Takes teaching lead periodically, contributes more to reflection conversation (May begin parallel teaching) May observe candidate teaching MiddleCT – Participates in planning, complements and supports candidate teaching, continuing with parallel teaching Candidate – Shares equally in planning and teaching Observes candidate teaching EndCT – Participates in planning and reflection, complements and supports candidate teaching Candidate – Leads all planning and reflection conversations, takes the lead in co-teaching, Planning and Reflection Observation

CO-TEACHING CONVERSATIONS What conversations have you had about co-teaching so far? What opportunities to co-teach have you experienced? Which of the 4 approaches (e.g. supportive, complementary, parallel, team have you tried?) What questions do you have about co- teaching and clinical practice ?

CO-TEACHING COMMUNITY MOODLE Throughout the semester, the teacher candidate will be responsible for assignments using co-teaching planning and reflection tools. The cooperating teacher will also want to become familiar with the planning tools to assist you, as a team, in developing your planning and communication routines.