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

2. Student Teaching Coordinator
Jody Drager
Student Teaching Coordinator

3. Key Advisor Instructor
Juliana Searle
Key Advisor
Instructor

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

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

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

7. 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

8. 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

9. Evaluation tool

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

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

12. 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?

13. Hitching Post Questions

14. Assessing Teacher Candidates
Comparison to Colorado Teacher Quality Standards

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

16. 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 ed to you, as soon as the website has been updated. New Supervisors will be assigned a Mentor.

17. 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

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

19. DISPOSITIONs Proficiency

20. 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.

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

22. Processes
Note CHECK BOXES for C OR BETTER and DISPOSITIONS PROFICIENCY

23. Processes

24. 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

25. Co-teaching

26. You are the spokesperson for the center for educator preparation

27. 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

28. 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.

29. Co-Teaching during Student Teaching Becoming an Effective Collaborator

30. 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

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

32. 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.

33. 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.

34. 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.

35. 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

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

37. 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?

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

39. 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

40. 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

41. 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

42. 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.

43. 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 .

44. Questions and Comments