Laura Hart Joyce Frazier 12/28/2017 2:51 AM TEI Pilot Project Laura Hart Joyce Frazier © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

Objectives Review the protocol for the coaching pilot (number of sessions, meetings, etc.) Understand how the coaching sessions fit into the student teaching semester Clarify expectations for participants Answer questions University Supervisor – one at each table as much as possible Make it clear that we are piloting the coaching this fall and embedding it into the larger student teaching model … lots questions. Let’s review the packet you have … (go over the handouts in more detail as we move through).

University Supervisor Few things to share … Clinical Educator University Supervisor Faculty All of us in there together … you see students more than we do. Look at your handouts, see we all have a role to play. Equally important. Effective Beginning Teacher

They have never done this before; they will make mistakes We are the mentors, all part of the “pit crew” Mentor  broad scope All need to step into this role

Sharing logistics Once we get protocol in place: Webinar to share information / discuss questions OR Face-to-face session to share information Based on feedback from TEI: what exactly are the expectations for a coaching session?  we will address this question in this session Mid-August  August 9, 10, or 11

Orientation with Candidates Orientation for candidates, CEs, faculty, and supervisors: August 25, 2:00-3:30, location TBD. Asking everyone to attend (required for candidates). Review expectations for candidates. Calendar will help with this. Meeting time for TEI groups (may have to juggle a bit!). Candidates may NOT report to school sites until they have attended an orientation. You will receive an email with details.

Context Undergraduate candidates Last year of the program – student teaching full time in the spring semester Finishing coursework in the fall semester Expectation for fall: equivalent of one day per week (could be split) YLI checklist of activities – supplements course assignments (copy is in the Handbook) Handbook will be available online from OFE website

Assessing candidate progress CEs complete two (2) assessments of candidates IN ADDITION to coaching sessions for Pilot. All CEs hosting an undergraduate complete these. “Progress checks” … designed primarily to assess candidate professional behaviors and track progression to student teaching. CEs will receive email invitations to complete these assessments (survey-forms) at midterm and at the end of the semester.

2 1 Protocol - Fall CE Faculty US Number of coaching sessions – 4 Protocol for coaching sessions: DFI will develop a document aligned to TEI objectives to aid coaches. Will include coaching “look fors,” coaching information, maybe some guiding questions (TBD). Will be used to document that coaching has occurred and what happened during the session. Will (probably) be shared via a Google folder (TBD). Working on this in July; will share by mid-August. Number of coaching sessions – 4 CE 2 Faculty 1 US Relationship take care of themselves during the YLI … they will be there one day per week, or more.

Protocol – Fall - Meetings Meeting 1 (October): CE + Faculty + US, candidate invited  US shares feedback with candidate if candidate cannot attend Focus: Coaching improvements / sharing issues / giving feedback Meeting 2 (November): CE + US + candidate Focus: Preparing for Student Teaching: Things to work on / giving feedback US to review with CE additional responsibilities during student teaching (i.e., lesson planning expectations, CTC / licensure recommendation form, pickup schedule for assuming responsibilities, assessment tools)

A quick summary of student teaching … Look at your calendars … Divided into four observation periods “Soft” deadlines Same general calendar for all Student Teachers (STs) but TEI details are embedded in our version

CE Faculty US Protocol - Spring Protocol for coaching sessions: Currently same as fall; CLASS protocol will be used by supervisors and Observation Feedback Form (OFF) will be used by CEs for evaluative sessions. OFF Narrative form – “strengths” “suggestions for improvement” 2nd and 4th observations will be evaluative Number of sessions -- 6 coaching + 4 eval CE 2 coaching 2 eval OFF Faculty 2 coaching US 2 coaching 2 eval CLASS *During first coaching session/visit, US will review logistics of ST semester with CE and candidate (assessment tools, lesson planning, CTC)

Protocol – Spring - Meetings Meeting 1 (early February): CE + US + candidate Focus: Coaching improvements / sharing issues / giving feedback Meeting 2 (late Feb-early March): CE + US + candidate – Faculty attend EITHER Meeting 2 or 3 Candidate is evaluated by CE + US on assessment tool

Protocol – Spring - Meetings Meeting 3 (late March-early April): CE + US + candidate – Faculty attend EITHER Meeting 2 or 3 Focus: Coaching improvements / sharing issues / giving feedback Meeting 4 (mid-late April): CE + US + candidate Candidate is evaluated by CE + US on assessment tool; status of licensure recommendation discussed

Things of note … Review position descriptions Highlights: University supervisor is the lead on resolving issues with the candidate Documenting candidate progress using TEI protocols Once meeting dates are set, try to keep them if at possible Remember: candidates are still students Take a moment, have them review their own position descriptions. There are common pieces across all three (example: attending meetings, documenting sessions, etc.) but there are a few differences we want to highlight …

Undergraduate Candidates not in the TEI Measuring Outcomes Undergraduate Candidates in the TEI Undergraduate Candidates not in the TEI Common measures for comparison edTPA scores CLASS Evaluations Surveys – candidates, CEs, US, and faculty

Questions Brainstorm at your table: 1-2 questions you may have at this point Put them on sticky notes – we will collect Could be related to the pilot or student teaching year overall Example: “Is it okay to let student teachers work on lesson plans and edTPA during the school day?” “Should I have been contacted by my student teacher yet?”

Questions – cont. Talk about your tables – university supervisors to answer as possible Share out questions you can‘t resolve or ones you want to share with the whole group 15 minutes Sharing out about questions – save the sticky notes

Talking in TEI groups You are sitting with your groups (mostly) Exchange contact info Faculty might need to “float” Teachers: “Tell us about your school and your classroom …”