Welcome University Supervisors and Seminar Leaders! This presentation and all information discussed today will be e-mailed to you after this orientation.

Student Teaching Coordinator Jody Drager Student Teaching Coordinator

Key Advisor Instructor Juliana Searle Key Advisor Instructor

Assistant Professor/Advisor Program Coordinator Wendy Fothergill Assistant Professor/Advisor Program Coordinator

Co-Director Center for Educator Preparation (CEP) Heidi Frederiksen Co-Director Center for Educator Preparation (CEP)

Co-Director Center for Educator Preparation (CEP) Ann Sebald Co-Director Center for Educator Preparation (CEP)

Objectives for the Day The purpose of today’s training is to provide opportunities for supervisors and seminar leaders to teach and learn from one another. First portion of day will focus on new evaluation tool Rationale Processes Second portion of day will focus on Co-Teaching Student Teaching Triad Co-teaching models and philosophies It is better to take many small steps in the right direction than to make a giant leap forward only to stumble backward. Louis Sachar

Supervisor WeLcome and Introduction Name Number of years in P-12 education (where and what role) Calculate the total number of years of experience at your table. Number of years supervising student teachers at CSU Calculate the total number of years supervising student teachers at CSU at your table. Share where you traveled this summer. Determine the person at your table who traveled the furthest distance from Fort Collins. Jody

Evaluation tool

CEP Teacher candidate quality standards Hitching post Rationale for change (where we were) Background on Process (where we are) Where are we going Heidi

CEP Teacher candidate quality standards Rubric Sort Share Out What was your standard? What was your “aha”? Heidi

Working Lunch Explore long form Familiarize yourself with the standards and the elements. What are the observables? How does this look different in a pre-service teacher vs. a practicing teacher?

Hitching Post Questions

Assessing Teacher Candidates Comparison to Colorado Teacher Quality Standards

Assessing Teacher Candidates Defining proficient Proficiency/Letter grades Paradigm shift In-service vs. pre-service 27 elements + proficiency in dispositions

Processes –What did I do before? What DO I do now? Student Teacher Observation OPTIONS UPLOADED IN THE SAME LOCATION AS ALWAYS Long Form Four separate forms OR One working document for the semester (color coded) Short Form Detailed directions for navigating the student teaching site and uploading all forms will be emailed to you, as soon as the website has been updated. New Supervisors will be assigned a Mentor.

Processes FINAL ASSESSMENT will be an electronic rubric in the student teaching site. Updates are currently being made. You will transfer the highest rating for each element throughout the semester onto this rubric. Final grade will calculate automatically after proficiency levels for each ELEMENT have been marked A proficiency rating will calculated for each STANDARD THIS WILL BE THE COACHING CONVERSATION AT YOUR FINAL MEETING WITH THE COOPERATING TEACHER AND TEACHER CANDIDATE

Processes Teacher Work Sample will be the same and graded the same, as per in the past.

DISPOSITIONs Proficiency

DISPOSITIONs Proficiency Teacher Candidates must earn an overall Proficient Rating This form will be uploaded into the student teaching site and recorded on GRADE CALCULATION form.

Processes Introduce Student Teaching Grade Calculation Sheet Note changes to POINTS POSSIBLE points

Processes Note CHECK BOXES for C OR BETTER and DISPOSITIONS PROFICIENCY

Processes

Where are we going You are an integral part of this pilot and we will be seeking your input throughout the semester and the year about the rubric, processes and scoring. Eventually observation will be in the form of an app. TWS will be aligned with the standards in the evaluation Coaching conversations and interrater reliability on evaluations

Co-teaching

You are the spokesperson for the center for educator preparation

The Student Teaching Triad Teacher Candidate Cooperating Teacher University Supervisor In student teaching, a cooperating teacher and a university supervisor support the development of a teacher candidate. These three individuals form a triad. Each member of the triad has particular roles that provide the foundation for a successful student teaching experience. Because the triad works together it is important to know the responsibilities and expectations for each member. Communication What role does each person play? Copyright 2013, The Academy for Co-Teaching and Collaboration at St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

In your experience, what is effective in building a positive relationship between cooperating teachers and teacher candidates? What is your role as the supervisor? Refer to “Welcoming your Teacher Candidate” and “Creating a Positive Co-Teaching Environment” Handouts. Provide handouts before small group discussion.

Co-Teaching during Student Teaching Becoming an Effective Collaborator

What is Co-Teaching? At CSU, we define co-teaching as two or more teachers (cooperating teacher/s and teacher candidate/s) working together with groups of students – sharing the planning, organization, delivery and assessment of instruction as well as the physical space. All teachers are actively involved and engaged in all aspects of instruction

Co-Teaching is an Attitude An attitude of sharing the classroom and students Co-Teachers must always be thinking… WE’RE ALL TEACHING!

We’re All Teachers Along with a change in attitude, a change in terminology can also help to support the idea that the classroom teacher/s and student teacher/s are all co-teachers in the classroom. Student Teacher = Teacher Candidate Co-Teacher Each team can choose the terminology they would like to use in their classroom.

Why Co-Teaching is an OPTION for Student Teaching Placements In light of Senate Bill 191, CSU understands the incredible changes in teacher evaluation. We understand that this may have created uncertainties for teachers and administrators alike. The option of co-teaching is a means to allow flexibility for classroom teachers to better meet PK-12 students’ needs, while at the same time providing a valuable learning experience for the teacher candidate. Based on feedback from administrators, we feel strongly that our teacher candidates need opportunities that will prepare them to be highly effective collaborators. Co- teaching is an avenue to learn, practice and fine tune collaboration skills which are needed in today’s teaching world. Preliminary research is finding increased levels of reading and math proficiency in co- taught classrooms. (Some of these research findings can be found in your folder.) CEP is currently engaging in initial research projects related to Co-Teaching in student teaching. If you are involved in a Co-Teaching placement, you will be invited to participate.

Co-Teaching is an OPTION for Student Teaching Placements Individual classroom teachers are given the choice of using the traditional gradual release method of student teaching OR the co-teaching option OR any combination of both. Every situation will be different depending on the individual circumstances in each classroom. We must remember, that ultimately, the classroom belongs to the teacher who has graciously allowed our students to learn from them.

Enhance ability to meet student needs in a large and diverse classroom Why Co-Teach? Reduce student/teacher ratio Enhance ability to meet student needs in a large and diverse classroom Full use of the experience and expertise of the cooperating teacher

Why Co-Teach? Consistent classroom management Greater student participation and engagement Enhanced collaboration skills Increased instructional options for all students

You are the spokesperson for the center for educator preparation What are common questions you receive from cooperating teachers, teacher candidates, administrators and others about co-teaching during student teaching? How do you effectively educate others and answer these questions? From your experience, what benefits have you seen from co-teaching? For teacher candidates For cooperating teachers For pk-12 students What barriers have you seen and how have you helped teachers navigate those experiences?

Point Out the TOOLS Co-Teaching Models Packet Co-Planning Sheet Supervisor Support Form Stages of Concern

Co-Teaching/Strategies/Approaches Hierarchy???? Team Teaching Alternative or Differentiated Teaching Supplemental/Extended Parallel Teaching Station Teaching One Teach, One Assist One Teach, One Observe Copyright 2013, The Academy for Co-Teaching and Collaboration at St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

What does this look like… Teacher Candidates will be expected to: Contribute ideas from the very beginning of the experience Engage with students assisting with their learning from the very first day Be expected to take on full leadership in all 3 areas (planning, instruction & assessment) Demonstrate competencies as a teacher Have opportunities to teach alone Candidates must understand that they will be provided with the opportunity to solo teach and have full responsibility for the classroom. They are also expected to develop a collaborative working relationship with their cooperating teacher and university supervisor. Copyright 2013, The Academy for Co-Teaching and Collaboration at St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

Review Co-Planning Sheet and Planning Tips Support for Building a Relationship with your Co-Teacher is and overview Collaboration Communication Co-Teaching Co-Planning Grid Co-Teaching Models Space for general lessons

Co-Teaching Supervisor Support Form Please use this form as a tool during your supervision duties. We would advise bringing this form with you to every observation. The front of this form (Support for Building a Relationship with your Co-Teacher) is the same as the Co-Planning Worksheet.

THANK YOU! Please let Jody know if you have a new address so she can send you a new W- 9 to complete. All information pertaining to your successful supervision of student teachers will be sent via email.

Questions and Comments