George Fox University MAT Full-time ORATE 2012

1. Integrating University Instruction and the Clinical Experience Supporting Teacher Candidates using a Community of Practice Model of Supervision George Fox University MAT Full-time ORATE 2012

2. What does the literature say? There has been a national call to move clinical practice to a more central role in the preparation of teachers (Cibulka, 2011; Darling-Hammond, 2006; National Council for Accreditation of Teacher Education, 2010).

3. What does the literature say? There is a closely related call for teacher preparation programs to partner more closely with schools (Cibulka, 2011; Darling-Hammond, 2006; National Council for Accreditation of Teacher Education, 2010).

4. What does the literature say? Communities of practice have potential to strengthen teacher preparation (Cibulka, 2011; Cuddapah & Clayton, 2011; Fulton, Burns, & Goldenberg, 2005; Grossman, Wineburg, & Woolworth, 2000; Hollingsworth, 1992; Hollins, 2011; National Council for Accreditation of Teacher Education, 2010; Radencich, Thompson, Anderson, Oropallo, Fleege, et al., 1998)

5. What does the literature say? When teacher educators participate in professional learning communities, it can influence how candidates collaborate with colleagues on behalf of student learning. (Cuddapah & Clayton, 2011; Darling-Hammond, 2006; Hollins, 2011)

6. A Local Need • Limited relationship with supervisors • Need for coaching/mentoring/scaffolding • Disconnect between development of, and teaching of, the work sample

7. Models Compared Part time practicum Spans 16 weeks 31 teacher candidates/ 2 cohorts

8. Introductions and Roles • Jan Carpenter • Tom Buchanan • Ken McChesney • Debby Espinor • Amy Lutz • Sue Diers

9. What was the perceived impact of collaborative supervision model on the clinical practice experience?

10. Research Sub-Questions • How did teacher candidates perceive their relationship with their supervisor? • What were the teacher candidates’ perceptions of the supervisor’s influence on their professional development? • What were the perceived benefits and barriers of the new model for all stakeholders?

11. Methodology • Surveys: Teacher Candidate, Supervisor, CT • Supervision documents • Anecdotal notes, emails, reflections, minutes from meetings, evaluations

12. Survey – Student Perspective on Local Changes Made "It was so helpful to have my supervisor guide me, support me, teach me, observe me and grade my work sample. She really knew what I was going through, my classroom environment, and how my work sample was progressing." Relationship: Themes: Knew me Availability Sense of connection “Was always available for me to talk and sort out problems I was having in the classroom navigating the role of my CT.” “I hope to stay in contact with my supervisor.”

13. Survey – Student Perspective on Local Changes Made Coaching/ Mentoring (Scaffolding): Which of the following activities did your supervisor do with you? (Check all that apply) n = 13

14. Survey – Student Perspective on Local Changes Made “kept me going when it seemed that no one else was understanding where I was coming from.” Coaching/ Mentoring (Scaffolding): Themes: Encouragement Empathy Confidence-Building Advice/guidance Process the experience “[…] helped me to PRIORITIZE and not to get depleted because I was trying to do too much.” […]helped me reframe my way of looking at teaching and working with a CT.”

15. Survey – Student Perspective on Local Changes Made Integrating the Work Sample: Which of the following areas of the work sample did your supervisor discuss with you? (Check all that apply) n = 13

16. Survey – Student Perspective on Local Changes Made Integrating the Work Sample: “I went into the semester feeling rather ‘blind’ when it came to writing goals/objectives, and had no idea where to even begin when it came to writing goals/ objectives, lessons. I now feel like I have a better feel for what these should look like.”

17. Survey – Student Perspective on Local Changes Made Integrating the Work Sample: “Assessments, I didnt [sic] think that they would be the most helpful but in the end they were. I was able to assess where my students were at the beginning and at the end. I was so amazed at their growth, I learned things about my students throgh [sic] assessments that I would not have learned.”

18. Survey – Student Perspective on Local Changes Made Integrating the Work Sample: “I considered leaving the program because the demands of a teacher seemed to be overwhelming. Besides helping me by giving me deadlines, my supervisor let me know that she has the same struggle and that she understood how I was feeling.”

19. Survey – Student Perspective on Local Changes Made Warning: Possible Side Effects “Last semester, I feel like each of us had different expectations, needs, and requirements from our different supervisors. This was difficult because different supervisors required different things in TWS. It seemed a bit inconsistent because we often heard conflicting opinions/requirements. Now, this semester, we all come to the plate with different experiences and need to adjust to having a new person evaluate our TWS.”

20. Supervisor Perspective: Panel Discussion • Coaching • Cluster Benefits • Community of Practice • TWS Role • Stories

21. Discussion What are you hearing? What have you seen? What forms of collaborative practice have you used in supervision and what benefits and/or challenges have you seen?

22. Next Steps …… How do we more fully collaborate with our school partners? How do we continue to grow within our community of practice?