1. Single Subject Program
Orientation Day 2 Schedule 8:30 – 11 am Sign In & Sit with Subject Area Colleagues Community Building - Name Story w/ Subject Colleagues Get to Know You Survey Results Co-Teaching 11am – 12pm LUNCH 12-3:15 pm Registration Info Community Building Lesson Design 3:30 – 5:15 pm Clinical Practice Info – Julie Forms – Handbook, Risk, Privacy…
8:30-8:35
Single Subject Program
August 2016

2. Tell the story of your name 8:35-9:00 am
Meet with your end of the table colleagues (3)
Share a story about your name.
Here are some ideas to choose from:
a. Share how your name was chosen.
b. Share a story about your first or last name.
c. Share a story about your nickname.
d. Share a story about how your name was
misunderstood.
e. Share if you could change your name what
would it be & why.
8:35 – 9:00

3. Survey Results
Annette 9:00 – 9:15 am
9:00 – 9:15 am

4. Co-Teaching in Clinical Practice Training Julie 9:15 -
California State University San Marcos Single Subject Credential Program
Julie 9:15
Co-Teaching in Clinical Practice Training
Julie 9:15 -

5. Our Aim w/ Co-Teaching Julie 9:15-9:20
Because teaching today is increasingly complex in a constantly changing digital, discovery, and political environment, our aim is to prepare the most effective teachers who can help to ensure access to learning, including college and career readiness, for all students.
To achieve this aim, we prepare teachers in a collaborative and supportive environment that helps them learn to navigate the complexities of the education profession.

6. Current State of Teaching Julie 9:20-25
High stakes
Public accountability
Public scrutiny
Common Core
Technology
Increased Complexity
Julie 9:20-25

7. Design of the Single Subject Program for Teaching in the 21st Century Julie – 9:25-27
Focus on : clinical practice digital age teachers and learners cultural competence social justice
Julie 9:25- 27

8. Focus on Clinical Practice Julie 9:27-30
(NCATE) 2010 report, Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers
“To prepare effective teachers for 21st 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.”
Julie 9:27-30

9. Program Organization to Focus on Clinical Practice Annette 9:30 – 9:35
Traditional Model
Current Model
Coursework frontloaded
Traditional clinical practice at the end of the program
Follows university calendar
16 weeks coursework Mondays
Co-teaching in clinical practice throughout the program T-F
(includes some solo teaching)
Follows school calendar
Annette 9:30- 35

10. Focus on Digital Age Teachers and Learners Grown Up Digital by Tapscott (2009) Annette 9:35-37
Broadcast Learning
Interactive Learning
Teacher centered
Individualistic
Traditional delivery
Learner-centered
Collaborative
Constructivist
9:35-37

11. Focus on Social Justice
Differentiation
English Learners
Special Needs students
Equity and Access
Annette 9:37-40
Annette 9:37-40

12. Differentiation Annette 9:40

13. What can you do to differentiate for your students
What can you do to differentiate for your students? Annette 9:40-10:00 am

14. Co-Teaching in Clinical Practice
Anne René 10-10:01

15. What is Co-teaching? Anne René – 10:02 am

16. Villa, Thousand, & Nevin (2013) Anne René 10:02-10:05
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.
10:02 – 10:05

17. Why co-teach in clinical practice? Anne René 10:05-10:10
Improved student achievement…..the stakes are high
Improved teacher preparation….scaffolding and training the brains of beginning teachers
Collaboration (PLC) is crucial to the changing culture of education…isolation is not the most effective process in a constantly changing environment
Increased confidence and competence building to solo teaching.
10:05-10:10

18. Themes from CSUSM co-teaching pilot research Julie 10:10 – 10:15
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
Julie 10:10-15

19. ST. Cloud State University Julie 10:15-10:20
Co-taught classrooms, 65% of students eligible for free and reduced lunch and 74% of students eligible for special education achieved proficiency in reading as compared to 53% in classrooms with no student teacher or ones without co-teaching being practiced in clinical practice.
For English learners, nearly 45% achieved proficiency vs. 26 – 31% in comparison classrooms without co-teaching. Comparable gains were found in math proficiency results as well.
Article can be accessed at
Julie 10:15- 20

20. Julie 10:20-25

21. Four Approaches to Co-Teaching
Supportive Parallel Complementary
Team Co-Teaching
Julie 10:25-10:45
Julie 10: 25

22. Supportive Julie talks & Anne René points & Annette talks & Teri points 10:25-30
Supportive co-teaching is when one teacher takes the lead instructional role and the other(s) rotates among the students providing support.
The co-teacher(s) taking the supportive role watches or listens as students work together, stepping in to provide one-to-one tutorial assistance when necessary while the other co-teacher continues to direct the lesson.
Teachers new to co-teaching or who are short of planning time often begin with this approach.
Julie 10:25-30

23. Complementary Julie presents & Teri offers example 10:30-35
Complementary co-teaching is when co-teachers do something to enhance the instruction provided by the other co-teacher(s)
As co-teachers gain in their confidence and acquire knowledge and skills from one another, complementary co-teaching become a preferred approach.
Julie 10:30-35

24. Parallel Julie points out how supplement was parallel 10:35-40
Parallel co-teaching is when two or more people work with different groups of students in different sections of the classroom.
Co-teachers may rotate among the groups; and, sometimes there may be one group of students that works without a co-teacher for at least part of the time.
Key to parallel co-teaching is that each co-teacher eventually works with every student in the class.
10:35-40

25. Team Co-Teaching Julie models 10:40-10:45
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.
Team co-teachers share leadership and responsibility. Team co-teachers share lessons in ways that allow students to experience each teacher’s expertise.
In team co-teaching, co-teachers simultaneously deliver lessons and are comfortable alternately taking the lead and being the supporter.
The test of a successful team teaching partnership is that the students view each teacher as equally knowledgeable and credible.
10:40-45

26. Prepare for a good experience Annette 10:45-47
Pre-Nuptial Conversation Issues for Discussion and Planning
Clinical Practice Timeline for Primary Teaching
Time Commitment necessary for co-planning and reflection conversations
Recursive Nature of Teaching (University Supervisor has a planning observation and teaching/reflection observations and debriefs)
10:45-47

27. Challenges of Co-teaching Annette 10:47-50
Planning Time – 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.
Sharing 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.

28. Additional Themes from CSUSM co-teaching pilot research Annette 10:50-55
Co-teaching requires a high level of communication and interaction between cooperating teachers and teacher candidates.
Co-teaching means figuring out together how to apply co-teaching approaches and how to be teachers together.
Co-teaching requires ongoing planning together, regardless of who is taking the lead.
Co-teaching creates a better learning experience for students.
10:50-55

29. Co-Teaching Community Moodle
Annette 10:55-11 am
10:55-11 then lunch

30. 11-12 LUNCH Return Early, Never Be Late
FALL COURSE REGISTRATION
Core Courses – Monday
EDSS 511: Teaching and Learning w/ Teri Gerent
EDSS 555: Multicultural Multilingual w/ Annette Daoud
EDSS 521: Literacy w/ Julie Rich & Jeff Heil
Recommended for Marketability to take 2 Methods Courses
If you have content coursework and can pass the CSET for content
There is only one section of each content area
EDSS 543: Math Methods (Thursday)
EDSS 544: Social Science Methods (Tuesday)
EDSS 545: Science Methods (Thursday)
EDSS 546: English Methods (Tuesday)
EDSS 548: Physical Education (TBA)
EDUC 653: Biliteracy I - Bilingual Authorization - Course in Spanish
EDSS 571: Clinical Practice - There is only one section

31. LESSON DESIGN Planning is the foundation of good teaching!
Planning takes 1-3 times as the activity.
In beginning it takes 4-10 times to prepare.
Learn the process of lesson design.
Build time into your day to plan.
You will improve every time you plan.
12: Show website Anne René *

32. Lesson Format Foldable
Remember Yesterday’s
Lesson Format Foldable
Step 1 - Fold paper hamburger style
Step 2 - Fold paper in half again (hamburger style)
Anne René 12:05 – 12:10
Step 3 – Fold the folded corner over forming a triangle tab

33. 12:10 – 30
Recap for the Name Story Share

34. LESSON WORKSHOP
Objective: After seeing two other lesson plans modeled, teacher candidates will be able to create a community building lesson plan to use the first week in clinical practice, using the template provided on lesson instruction website.
Partner up with a colleague
Draft a lesson
Peer review lesson plan draft – check for 5 parts of lesson
Central Focus, Objective, Assessment, Instructional Tasks & Learning Tasks
See template on Lesson Instruction website
Provide feedback & suggestions for improvement
Complete lesson plan
* TICKET OUT THE DOOR: 1 approved lesson plan
You must have a faculty member review your lesson plans and sign off for approval.
QUESTIONS?
Workshop 12:30-3:00 pm
Anne René – 12:30 – 3:00 PM

35. A teacher is _______.
Take out a piece of paper and finish the sentence.
ANNETTE

36. Remember for Clinical Practice
Have 1 person contact your School Site Liaison
Attend the faculty days at school site
Complete Nuptial Conversation
Begin to complete your Class Profile
Review Professional Dispositions
Julie

37. Fall edTPA Mandatory Dates
9/24/16 8:30-10 am Intro to edTPA/Taskstream
11/5/16 10:30-12 noon Single Sub Deep Dive Task 1 & 2
12/3/16 10:30-12 noon Single Sub Deep Dive Task 3
1/28/17 10:30 am – 12 noon Academic Language
Additional Spring Workshops will be announced
* April/May 2017 edTPA DUE