Supporting Candidates Supervisors’ Perspective Silvia Neves - Maryanna Gray Elissa Ross - Clara Bauler UCSB Teacher Education Program

Spectrum of Supervisors Multiple subject Single subject Site Supervisor Content Supervisor Literacy supervisor

PACT: Polling 1.Does your teacher education program have site supervision? A. Yes B. No

PACT: Polling 2. How often are teacher candidates observed by university personnel each semester? A. Once B. Twice C. Three times D. More than three times E. Not at all

PACT: Polling 3. After observations of candidates, is there a follow up: A. Conversation B. Group meeting C. Written feedback provided D. All of the above E. None of the above

PACT: Polling 4. Is this your 1st year working with PACT? A. Yes B. No

Ways of Reinforcing PACT Framework Observations by supervisor Observation by student teachers Feedback conferences Site seminars Professional seminars

How can supervisors help candidates … Find information about the Context of the school Provide access to cumulative folders AERIS website California Department of Education

How can supervisors help candidates … Include more group work in their teaching practice? Lesson planning Awareness of collaborative tasks Awareness of classroom and grouping arrangements Post teaching reflection

How can supervisors help candidates … Incorporate and reflect about Class Discussions Lesson planning Higher order thinking Range of questions Social skills and task skills Scaffolding

How can supervisors help candidates … Incorporate and reflect about Academic Language Lesson planning Reflective journals Guided observations Conference Assessment

How can supervisors help candidates … Incorporate and reflect about Assessment Lesson planning Guided observations Conference Assessment Log

How can supervisors help candidates … Incorporate and reflect about Feedback to students Program meeting Guided observations Conference

How would you address PACT in… JOURNAL 1 “I am really excited that things turned out better than I ever hoped they would. However it is time to reflect on what I did. I think that I try to much to say everything my CT says to her other students. However I do try to say it in my own words so that it wont sound rehearsed. The problem with this is that I forget somethings that I am suppose to mention and in the process of trying to remember them during class, I start saying something to the class and often have to stop and ask my CT "What did you want the students to remember about this?"

How would you address PACT in… JOURNAL 2 “Something that I feel I need to improve at this point is to be able to elaborate on students’ responses. I felt that during the discussion I had with the students in the AVID class, sometimes the students would state their opinion or their answers to my questions, but then I had a hard time elaborating and adding to their responses.”

References Nunan, D. (2004). Task-base language teaching. Cambridge: Cambridge University Press. Richards, Jack & Lockhart, Charles. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.

Questions?