Spring 2012 U of L Cooperating Teacher Orientation

Early Childhood and Elementary Education (ECEE) Spring 2012U of L Cooperating Teacher Orientation

Agenda- • Welcome and Introductions • Policies & Procedures • Assessment • Formal Teaching Observations • On-Line Dispositions Assessment • Student Teaching Grading Rubric • “Show me the Money!” • Resources

Office of Educator Development and Clinical Practice (OEDCP) What we do: • Place students in field and clinical placement sites that are aligned with the CEHD mission statement • Serve as the organizational hub of communication and data collection related to field and clinical placements Danna, Donna, Maxine, Katy and Jenny

Definitions of Roles • Cooperating Teacher- • A teacher with a minimum of three years teaching experience and a Master’s degree who is mentoring a teacher candidate in the area in which the candidate is earning his/her certification. • University Supervisor • A U of L faculty member or individual hired by U of L to support, give feedback and assess a teacher candidate. The University Supervisor is a link between the cooperating school and the University. • Faculty Advisor • A U of L faculty member who works with a teacher candidate throughout his/her program and supports/assesses a candidate with his/her program portfolio. • Teacher Candidate • A U of L student teacher who is completing an intensive clinical placement under the guidance and supervision of a cooperating teacher and a university supervisor/liaison.

The Cooperating Teacher A teacher with a minimum of three years teaching experience and a Master’s degree who is mentoring a teacher candidate in the area in which the candidate is earning his/her certification. Experienced? New?

Role Description The cooperating teacher …is the link between theory and application of prior training … may influence the quality of the student teacher experience more than any other single person… … acts as a mentor

Meeting Your Cooperating Teacher Dear Student Teacher… “You need to realize that cooperating teachers are paid very little money (if any) to guide the student teacher through the internship. When you factor that in, along with asking them to relinquish control in their own classroom, turn over the students, model effective teaching, serve as your advocate in the building, yet still remain responsible for the final outcome—it is a tough job. In spite of those factors, teachers continue to agree to serve as cooperating teachers for a variety of reasons, including opportunities to give back to the teaching profession and the prospect of gaining new knowledge and teaching techniques.” (Kitchel & White, 2007). The Ultimate Student Teaching Guide

Meeting Your Cooperating Teacher Cooperating teachers view themselves in a variety of roles, which impact the type of leadership they will provide (Weasmer & Woods, 2003). Your cooperating teacher may see herself as one of the following: • Model. This cooperating teacher shows the student teacher how the job is done by demonstrating what she believes are effective practices. The student teacher’s job is to observe and replicate the CT’s instructional strategies and techniques for interacting with students and others in the school community.

Meeting Your Cooperating Teacher • Mentor. This cooperating teacher allows the student teacher to try out strategies and techniques, then later sets up conferences to discuss strengths and areas for growth. Additionally, the student teacher is encouraged to ask questions for clarity. • Guide. This cooperating teacher promotes dialogue about activities or strategies the student teacher would like to implement. This way, the student teacher gets an expert’s opinion of whether a so called great idea will work or not—before actually trying it.

Meeting Your Cooperating Teacher • Guide.As an expert guide, this CT may also intervene mid-lesson when she believes the student teacher has gone off track (e.g., providing misinformation or using a blatantly ineffective management strategy).

Role of the University Supervisor is the link between the cooperating school and the University… … prepares the candidate for entrance into /practicum student teaching… … acts as a mentor

Policies and Procedures

Beginning • Visit the classroom • Review all school initiatives, policies, handbooks, etc. • Share curriculum maps, class routines, planning templates, etc. • Discuss communication strategies for receiving feedback • Schedule time for intentional planning

Student Teaching Schedule U of L Institutional Policies related to student teachers • Total of 15 weeks of student teaching- January (first day of school for district after holiday)-April 20, 2012 • Candidates will have two placements • Primary and Intermediate • Dates: • January 2/3-February 24 • February 27-April 20

Institutional Policies Attendance Student teachers • are expected to be in attendance all day every day • are granted one absence for illness (all others will be made up) • are granted one day (or two ½ days) to attend conferences or approved professional development • are granted one day (or two ½ days) to participate in interviews, school visits or other activities related to securing a position

Institutional Policies Confidentiality Student teachers follow the Kentucky School Personnel Code of Ethics to keep in all information about students in confidence Professional Code of Ethics for Kentucky School Certified Personnel http://www.kyepsb.net/legal/ethics.asp

Institutional Policies Legal Issues Cooperating teacher is legally responsible for the classes. Student teachers may not assume full responsibility without supervision (although he/she will be in charge of the classroom for an extended time). Student teachers MAY NOT serve as a substitute. Student teachers are covered by University of Louisville insurance.

Performance Issues and Concerns Two established protocols have been developed to establish a plan of action and document a process toward resolution • A Communication of Concern • Intensive Assistance Plan

Planning KTIP TASKS A1, A2, C Standards Based Unit Hallmark Assessment Five (5) day instructional unit Includes : A-1: Contextual Factors (for unit) A-2 Lesson Plans for each day Part C-overall reflection of the unit If an individual lesson is selected from the instructional unit for a formal observation, all three parts of the KTIP Lesson Plan will be required. • Aligned with KTIP Teacher Performance Assessment • Includes three parts: A-1: Contextual Factors A-2: Lesson Plan C: Lesson Analysis and Reflection • Evidence-based • Aligned with Kentucky Teacher Standards

Assessments

Formal Observations Student Teacher • Schedules the observation with University Supervisor or Cooperating Teacher in advance • Provides a lesson plan using the KTIP Lesson Plan A1 and A2 several days prior to being observed • Receives feedback in a post-observation conference Completes Part C Lesson Analysis and Reflection

Formal Observations Candidates will be formally observed a minimum of six (6) times.

Teaching Observation Form • Completed for all formal lessons (total of 6) • Includes Evidence-based Feedback • Observed actions, movements, or statements within a lesson • Explicit description or illustration of environment or things related to a lesson • Signed by student teacher and observer • Summary information provided (under revision) • Copies provided to all parties

Pivotal Stops Along the WaySolo Teaching Solo teaching is developmental and begins with a successful one day, followed by two days, and finally five consecutive days. • Success will be indicated by • having a daily schedule of activities, • appropriate lesson plans for each content area, • and successfully assuming all responsibilities of the cooperating teacher Student teachers should use the lesson plan model used by the cooperating teacher Solo teaching windows are flexible

Pivotal Stops Along the WayParent Teacher Conference Student teachers should • plan to attend Parent Teacher Conference (if appropriate) • be prepared to share pertinent information if asked • remember the Professional Code of Ethics in terms of confidentiality

Pivotal Stops Along the Way Teacher Candidate Dispositions Assessment A collection of traits expected of U of L teacher candidates (mapped to our conceptual framework) The values, commitments, and professional ethics that influence behaviors toward students, families, colleagues and communities Caring, fairness, honesty, responsibility, and social justice relate to beliefs and attitudes

Teacher Candidate Dispositions • Candidates complete a Teacher Candidate Dispositions Self-Assessment at mid-term (end of the first placement) and at Completion (end of the second placement). • Cooperating Teachers and University Supervisors assess Teacher Candidate Dispositions Assessment at the end of each placement http://louisville.edu/education/research/field-placement [To print hard copy of results, print before you hit “Submit.”

Pivotal Stops Along the WayMid –SemesterStudent Teaching Evaluation Student Teaching Grading Rubric • Is based on progress toward meeting the initial-level performance of the Kentucky Teacher Standards and U of L Diversity Standard • Measures progress against standards to compile a point total ; not percentage based • Promotes consistency • Results are shared with Teacher Candidate (document must be signed by all parties) • The original copy of evaluation should be given to OEDCP

Look at this! Standard 8 Standard 10 Provides Leadership with School/Community/ Profession Collaborative Leadership Project Collaborates with Colleagues/Parents/Others • Identifies students who would benefit by learning via collaboration • Designs and implements a plan for collaborative learning • Analyzes student learning and identifies next steps

New LocationsSame process Repeat the process. . . • One solo day, two solo days, five consecutive solo days (week) End of semester evaluation • Teacher Candidate Dispositions Assessment • Student Teaching Grading Rubric Portfolio Review

Show me the Money! • Payment from U of L ($10 a week/maximum of $150) • Payment from Educational Professional Standards Board (varies based on funds available and number of candidates) • Your name and name of candidate is placed in data base. • You will be notified to access the EPSB website to “sign off” on the dates of service and completion

Travel GuidesResources & Questions Office of Educator Development and Clinical Practice (OEDCP) U of L Home Page www.louisville.edu Search: Office of Educator Development and Clinical Practice Home Page: Right side “Cooperating Teachers Information Center” • Student Teaching Handbook [PDF] • Kentucky Teacher Standards [DOC] • Developmental Teacher Preparation Model [DOC] • Role of the Cooperating Teacher [DOC]

Office of Educator Development and Clinical Practice Cooperating Teachers Information Center • UofL KTIP Adapted Lesson Plan Format [DOC] • Teaching Observation Form [DOC] • Mid-Term and Final Performance Review and Feedback Form [PDF] • Dispositions Assessment [DOC] Related Links Tuition Waivers for Cooperating Teachers Wesley Partin wbpart01@louisville.edu

Student Teacher HandbookCool Information • Career Development Center-James Brown • Kentucky Teaching Standards • Licensure and Certification • Classroom Management Tips • Developing a Rubric • Links to Searchable Databases • Portfolio Guidelines • Student Teacher Evaluation of Cooperating Teachers & University Supervisors

Thank You Student Teaching is all about putting ideas to action… Thank you for supporting our candidates in this critical phase of their professional growth!

Spring 2012 U of L Cooperating Teacher Orientation