1. Mentor Teacher Training Austin Peay State University Spring 2013 Semester

3. The Student Teaching Triad University Supervisor Mentor Teacher Teacher Candidate What role does each person play? Communication

4. Welcome Your Student Teacher O Introduce him to fellow teachers, administrators, and students O Introduction letter to parents O Map of building O Location of adult restrooms O School spirit items

5. Be Classy O Class lists O Class schedule/calendar O Class rules O Class procedures and procedures O Class drills O Class grading policies

6. Start Off On the Right Foot O What time to arrive/leave O Faculty meetings O Planning – as a team? Individually? Co-Planning? Due?

7. Make It Work O Share ideas and materials O Model effective teaching strategies and professional behavior O Be flexible – let the student teacher try new ideas

8. Make It Work O Communicate expectations O Be encouraging O Be understanding and patient O Maintain consistency and accountability

9. Evaluations O 3 formative evaluations O 1 summative evaluation O Should see growth O Communication is important O Signed by student – give to Supervisor at end of placement

10. Talk It Out Conference with teacher candidate: O “How would you assess your lesson?” O “What could you have done to improve the lesson?” O “How could you have handled that situation differently?” O “How are you preparing for tomorrow?” O “How may I help you?” O “This is what I need you to know or do….”

11. University Supervisor O Visits the first week for introductions, distribute materials, and schedule evaluations O Completes 3 formative evaluations and 1 summative O Serves as a liaison between mentor teacher and APSU O Gives encouragement, suggestions, and advice to mentor teacher and student teacher

12. The Student Teacher O Weekly seminar attendance O Submit weekly reflections to Supervisor O Complete edTPA during 1 st placement O Attend school-related meetings

13. The Student Teacher O May substitute 5 days during the 2 placements O Must complete lesson plans – may be co-planned O Should be professionally dressed O Should be punctual

14. Communication O University Mentor O Office of Clinical Teaching O Be positive, but be honest O We want to help if there is a problem

15. Paperwork O Use the postage-paid envelope - return I-9 for stipend, data sheet and Supervisor evaluation O Theresa Dezellem - 931.221.7441 or dezellemt@apsu.edu

16. Co-Teaching

17. Defined as two teachers (mentor teacher and student teacher) working together with groups of students - sharing the planning, organization, delivery and assessment of instruction as well as the physical space. Both teachers are actively involved and engaged in all aspects of instruction Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

18. Why Co-Teach? Reduce student/teacher ratio Diversity and size of today’s classrooms Enhance classroom management Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

19. Why Co-Teach? Greater student participation and engagement Increase instructional options for all students Enhanced collaboration skills Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

20. Co-Teaching Findings

21. Reading Proficiency χ ² (2 df, N=1353) = 12.79, p =.002 χ ² (2 df, N=2241) = 12.54, p = 002 Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

22. Math Proficiency χ ² (2 df, N=1349) = 8.31, p=.016 χ ² (2 df, N=2355) = 7.35, p=.025 Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

23. Cumulative Data 2004-2008 (N=1,686) 7-12 Survey Cumulative Data 2004-2008 (N=1,686) Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

24. Benefits To Student Teachers  Improved classroom management skills (95.5%)  Increased collaboration skills (94.9%)  More teaching time (94.6%)  Increased confidence (89.9%)  Deeper understanding of the curriculum through co- planning (89.1%)  More opportunities to ask questions and reflect (88.6%) Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

25. Benefits to Student Teachers  Being seen as a “real” teacher  Equal partnership  Sharing resources  Mutual support and learning Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

26. Benefits to Mentor Teachers  Ability to reach more students, particularly those with high needs (93.5%)  Better relationship with their teacher candidate (91%)  Experienced professional growth (89.2%)  Enhanced energy for teaching (87.8%)  Hosting a candidate without giving up my classroom (87.1%)  Teacher candidate had a better experience than they would have through with a traditional model (81.7%) Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

27. Benefits to Mentor Teachers  Ability to do projects more successfully  Class time is more productive  Modeling and participating in teamwork  Candidates become competent more quickly Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

28. Creating an Environment for Co-Teaching

29. Co-Teaching Strategies O One Teach, One Observe O One Teach, One Assist O Station Teaching O Parallel Teaching O Supplemental Teaching O Alternative (Differentiated) Teaching O Team Teaching Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

30. Co-Teaching is not simply dividing the tasks and responsibilities between two people. Co-Teaching is an attitude an attitude of sharing the classroom and students. Co-Teachers must always be thinking We’re Both Teaching! Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

31. One Teach, One Observe One teacher has primary instructional responsibility while the other gathers specific observational information on students or the (instructing) teacher. Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

32. One Teach, One Assist One teacher has primary instructional responsibility while the other assists students’ with their work, monitors behaviors, or corrects assignments. Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

33. Station Teaching The co-teaching pair divide the instructional content into parts. Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station. Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

34. Parallel Teaching In this approach, each teacher instructs half the students. The two teachers are addressing the same instructional material using the same teaching strategies. Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

35. Supplemental Teaching This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials extended or remediated. Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

36. Alternative or Differentiated Teaching Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

37. Team Teaching Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Both teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined leader, as both teachers share the instruction, are free to interject information, and available to assist students and answer questions. Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

38. Hierarchy???? O Team Teaching O Alternative or Differentiated Teaching O Supplemental/Extended Teaching O Parallel Teaching O Station Teaching O One Teach, One Assist O One Teach, One Observe Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

39. Implementation Team Teaching Parallel Teaching Station Teaching One Teach, One Assist Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

40. Sharing Responsibilities Mentor Teacher Student Teacher Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant Planning Teaching Assessment

41. Sharing Planning The Teacher Candidate and Cooperating Teacher will share: What content to teach What co-teaching strategies to use Who will lead different parts of the lesson How to assess student learning Materials and resources Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

42. Sharing Instruction While Co-Teaching, the Student Teacher and Mentor Teacher will: Share leadership in the classroom Work with all students Use a variety of co-teaching approaches Be seen as equal partners Manage the classroom together Make changes as needed during a lesson Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

43. Sharing Assessment While Co-Assessing, the Student Teacher and Mentor Teacher will: Both participate in the assessment of the students Share the workload of daily grading Provide formative and summative assessment of students Jointly determine grades Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

44. What does this look like… Student Teachers 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 Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

45. Summing It Up… Co-Teaching requires the Student Teacher and Mentor Teacher to build a strong relationship so they can collaboratively plan, teach and assess the students in their classroom. Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

46. edTPA – Teaching Performance Assessment

47. Create a body of evidence of teacher performance (pre-service) Contribute evidence for licensure decisions Measure a candidate’s readiness for licensure Provide a consistent measure across teacher preparation programs Support candidate learning Improve information base for accreditation Goals of edTPA

48. Pre-service assessments of teaching (for licensure, program requirements, etc.) should allow us to predict reasonably well how effective teachers will be in enabling students to learn important subject matter make teachers and teacher preparation better Core Premise

49. Task 1 – What to do O Contextual Context O Select learning segment O Select central focus and key language demand O Create instruction and assessment plan O Respond to commentary prompts

50. Task 1 – What to submit O Context for learning O Lesson plans O instructional materials O assessment tools/procedures and criteria O must know about 504s, IEPs, ELLs, etc Planning Commentary

51. Task 2 – What to do O Collect permission forms for video-recording O Review lessons where students are engaged O Submit 1-2 video clips O Respond to commentary prompts

52. Task 2 – What to submit O Video Clip O Instruction Commentary

53. Task 3 – what to do O Analyze class performance O Identify 3 student work samples that illustrate student understanding O Select and analyze the learning of 2 focus students O Respond to commentary prompts O Identify next steps

54. Task 3 – what to submit O Student work samples O Evidence of feedback O Assessment commentary

55. Task 4 – What to do O Explain what was learned by candidate O What could be done differently O Explain how changes would improve students’ learning

56. Task 4 – What to submit O Analyzing teaching commentary

57. Contact Information O Dr. Lisa Barron, Coordinator of Clinical Teaching O Office phone 931.221.7190 O Cell phone 615.519.0954 O Email barronl@apsu.edu Theresa Dezellem, Administrative Assistant Office phone 931.221.7441 Email dezellemt@apsu.edu