1. 1 The El Paso Regional Induction Consortium

2. 2 Welcome to the Cooperating Teacher Summer Academy Sponsored by UTEP’s Teachers for a New Era and the El Paso Regional Induction Consortium Welcome and Introductions Housekeeping (agenda, breaks, lunch, bathroom location, Parking Lot, etc.) Here’s a rundown on the day

3. 3 Today’s Agenda A.M. Rationale Quality Coaching Break at 9:45 – 10:00 The Coaching and Observing Cycle Lunch at 12:00 here at Region 19

4. 4 Afternoon Agenda P.M. Coaching Content Discussions through scenarios Dilemmas of Practice using Critical Friends Groups Protocols Sign agreements Closure at 3:30

5. 5 Why we’re here State Board for Educator Certification SBEC Regulations 19 TAC Chapter 228 The educator preparation program is responsible for providing mentor and/or cooperating teacher training that relies on scientifically-based research, but the program may allow the training to be provided by a school district, if properly documented. Terminology We’ve gone from “intern” back to “student teacher” We’ve gone from “clinical faculty” to “cooperating teacher” In secondary, we’ve gone from “Block II” to “Internship II” to “Student Teaching II”

6. 6 Jot Thoughts Brainstorm the following roles – Student teacher – Cooperating Teacher – District/Campus/ Principals – University Mentors/Field Experience Staff

7. 7 Roles and Responsibilities for Trainer of Trainers (TOTs) Attend summer training Attend a mid year meeting to debrief and discuss the use of coaching logs used with UTEP’s student teachers Work collaboratively with partner schools’ Lead Cooperating Teacher to implement the coaching and observing cycle on my campus Provide professional development to UTEP’s Cooperating Teachers at your assigned schools, plan dates with Lead Cooperating Teacher for workshop and together train cooperating teachers on the coaching and observing cycle Provide professional development for UTEP’s student teachers in Block I/Student Teaching I on the coaching and observing cycle to use during their observations of school faculty/cooperating teachers Serve as the district’s representative and liaison between UTEP and the Lead Cooperating Teachers cooperating teachers, student teachers and university mentors If the Lead Cooperating Teacher is unable to collect coaching logs then the TOT may collect coaching logs and email them to UTEP’s Induction Coordinator. Ensure the coaching and observing cycle is implemented at the campus

8. 8 Roles and Responsibilities for Lead Cooperating Teachers Attend summer training Attend a mid year meeting to debrief and discuss the use of coaching logs used with UTEP’s student teachers Work collaboratively with district’s Trainer of Trainer (TOT) and Cooperating Content Teacher (CCT) to implement the coaching and observing cycle on my campus Provide professional development to UTEP’s Cooperating Teachers at my school in my department, plan dates for workshop and train cooperating teachers on the coaching and observing cycle Serve as the school’s representative and liaison between UTEP and my department/content area Assist Lead Cooperating Teacher in collecting coaching logs and email them to my district’s Induction Coordinator. Ensure the coaching and observing cycle is implemented in my department

9. 9 Roles and Responsibilities for Cooperating Content Teachers Attend fall training at Region 19 Provide feedback for the Lead Cooperating Teacher to give input on the use of coaching logs used with UTEP’s student teachers Work collaboratively with the Lead Cooperating Teacher at your school to implement the coaching and observing cycle in your department Submit coaching logs to the Lead Cooperating Teacher onyour school campus. Implement the coaching and observing cycle with UTEP’s student teacher

10. 10 Phase 3: Eight Weeks of Student Teaching (ST) First Two Weeks Student teacher will: Observe CT using the Coaching and Observing Cycle Debrief w/ CT Discuss lesson w/ CT CT and ST begin to plan together. ST will: Observe CT Debrief Discuss lesson ST helps plan next lesson ST becomes part of the planning process Next Two Weeks Begin team- teaching: ST begins to direct student behavior if needed ST begins to share ideas in the lesson planning ST begins to do the majority of the teaching while CT monitors and helps out in sticky situations For the next Five Weeks, ST begins to present the lessons (still planning together): CT begins with what’s working CT then gently makes recommendations for improvement CT keeps recommendations manageable CT provides feedback ST takes over the majority of the planning and teaching (with some supervision by CT for a while): CT still offers guidance CT allows ST to stretch wings with new ideas—even if CT doesn’t agree ST takes over planning and teaching with CT continuing to observe CT runs their own errands CT includes ST in grade level meetings with staff and faculty CT assists ST with report cards and progress reports Next Two Weeks ST begins to return class to CT: ST gradually releases one class back to CT or one subject area ST begins tutoring students and working with small groups Phase 1 Phase 2 Phase 4 Phase 5 Final Week (1) ST has released classroom to CT: ST observes CT ST observes other teachers in the school “The student teacher will GRADUALLY assume classroom duties to teach full days for 8 weeks and then GRADUALLY return the class back to the Cooperating Teacher (CT) in a 5-Phase Framework.

11. 11 Enduring Understandings Tami Greggerson SISD  Effective coaching involves many different quality characteristics  Using a structured process such as the coaching cycle supports reflective conversations and professional growth.

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14. 14 Socrates Great Coach Oprah Winfrey Great Coach

15. 15 Quality Coaching A quality coach like_________ because___________________ _________________________ Characteristics of a Quality Coach

16. 16 Wanted a Quality Coach!

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18. 18 CASt Tool 1

19. 19 Guided Practice of the Coaching Cycle

20. 20 Pre- Conference

21. 21 Observation

22. 22 Post- Conference

23. 23 Lunch

24. 24 Data to collect: Seating Chart, Movement, Interaction, and/or Behavior Patterns Who is on and off task and for how long? Does the teacher call on boys and girls equitable? Does the teacher ask higher order questions of some and not others? Where does the teacher direct questions? How the teacher moves around the room? Which students move around the room? To what degree different students are engaged in the content and activities

25. 25 Content, Strategies, and Alignment What is the content of the lesson? What is the sequencing and organization of the content for student learning? Does the subject matter incorporate multiple perspectives? Does the lesson challenge students to think critically? How does the lesson build on prior knowledge, the life experiences of the students, their interests and developmental learning needs? How does the student relate to the activities and material? What is the implementation of a particular curriculum or instructional strategy? What are the methods of instruction the teacher uses to convey the content? How are students provided access to the content based on their learning needs? What are the range of tasks that engage the realities and experiences in the classroom?

26. 26 Possible Data to collect: General Classroom Data How the teacher expresses expectations of students Connecting student’s experience with prior knowledge The types/quality of questions the teacher asks (Bloom’s) How the teacher gives directions Wait time Lesson design and instruction/activity/methodology Checking for student understanding Differentiating, adaptations and modifications based on student needs How the teacher assesses student understanding and responds to confusions The content and how it is presented

27. 27 Scenarios and Dilemmas of Practice for the Coaching Cycle

28. 28 Jot Thoughts Revisit you post-its for the following roles – Student teacher – Cooperating Teacher – District/Campus/ Principals – University Mentors/Field Experience Staff How has your thinking changed?

29. 29 Closure How to send the Coaching Logs to UTEP All documents available at “Paso Del Norte Teacher Support Network” and the EPRIC workshop CtASt II_interactivelog.docx Sign Agreements

30. 30 Thank You Go Miners!