Orientation Day 2
Sign In & Sit with Your Subject Area Colleagues
Single Subject Program
August 2015
http://www.csusmsinglesubjectprogram.weebly.com
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TUESDAY SCHEDULE
1. Community Building
– Name Story w/ Subject Area Colleagues
2. Get to Know You Survey Results
3. Clinical Practice Info – Julie
4. Co-Teaching
Lunch
5. Registration Info
6. Forms – Handbook, Risk, Privacy…
7. Community Building Lesson Design
2
Tell the story of your name
1. Meet with your subject area colleagues
2. Share a story about your name.
Here are some ideas to choose from:
a. Share how your name was chosen.
b. Share a story about your first or last name.
c. Share a story about your nickname.
d. Share a story about how your name was
misunderstood.
e. Share if you could change your name what
would it be & why.
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Survey Results
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Clinical Practice
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Have 1 person contact your School Site Liaison
Attend the faculty days at school site
Complete Nuptial Conversation
Begin to complete your Class Profile
Review Professional Dispositions
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California State University San Marcos
Single Subject
Credential Program
Co-Teaching in Clinical Practice Training
Our Aim
• Because teaching today is increasingly complex in
a constantly changing digital, discovery, and
political environment, our aim is to prepare the
most effective teachers who can help to ensure
access to learning, including college and career
readiness, for all students.
• To achieve this aim, we prepare teachers in a
collaborative and supportive environment that
helps them learn to navigate the complexities of
the education profession.
Current State of Teaching
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High stakes
Public accountability
Public scrutiny
Common Core
Technology
Increased Complexity
Design of the Single Subject Program for
Teaching in the 21st Century
Focus on :
clinical practice
digital age teachers and learners
cultural competence
social justice
Focus on Clinical Practice
• (NCATE) 2010 report, Transforming Teacher
Education Through Clinical Practice: A National
Strategy to Prepare Effective Teachers
• “To prepare effective teachers for 21st century
classrooms… to shift away from a norm which
emphasizes academic preparation and
coursework loosely linked to school-based
experiences… and to move to programs that are
fully grounded in clinical practice and interwoven
with academic content and professional courses.”
Program Organization to Focus
on Clinical Practice
Traditional Model
Coursework frontloaded
Current Model
16 weeks coursework
Mondays
Traditional clinical practice at Co-teaching in clinical
the end of the program
practice throughout the
program T-F
(includes some solo
teaching)
Follows university calendar
Follows school calendar
Focus on Digital Age
Teachers and Learners
Grown Up Digital
Tapscott (2009)
Broadcast Learning
Interactive Learning
Teacher centered
Individualistic
Traditional delivery
Learner-centered
Collaborative
Constructivist
Focus on Social Justice
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Differentiation
English Learners
Special Needs students
Equity and Access
Lee Shulman’s Table of Learning (2003)
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Engagement and Motivation
Knowledge and Understanding
Performance and Action
Reflection and Critique
Judgment and Design
Commitment and Identity
Co-Teaching in Clinical Practice
What is Co-teaching?
Villa, Thousand, and Nevin (2013)
Co-teaching is two or more people
(i.e., cooperating teacher and credential
candidate) sharing responsibility in planning
for, teaching, and assessing the students
assigned to them for instruction. In a
co-teaching clinical practice approach, a
cooperating teacher and credential candidate
have an ongoing partnership in planning for
and practicing four co-teaching approaches to collaboratively
teach all students throughout the clinical experience
Why co-teach in clinical practice?
1. Improved student achievement…..the stakes are high
2. Improved teacher preparation….scaffolding and training the
brains of beginning teachers
3. Collaboration (PLC) is crucial to the changing culture of
education…isolation is not the most effective process in a
constantly changing environment
4. Increased confidence and competence building to solo
teaching.
Themes from CSUSM co-teaching pilot
research
• Results are from small focus group interviews with a
total of 30 teacher candidates and 41 cooperating
teachers.
• Increased Teacher Candidate competence
• Increased Teacher Candidate confidence
• Increased opportunities for Teacher Candidate and
Cooperating Teacher to actively participate and
contribute
• Overall, stronger teaching to support student learning
• Increased ability to differentiate
ST. Cloud State University
• Co-taught classrooms, 65% of students eligible
for free and reduced lunch and 74% of students
eligible for special education achieved proficiency
in reading as compared to 53% in classrooms
with no student teacher or ones without coteaching being practiced in clinical practice.
• For English learners, nearly 45% achieved
proficiency vs. 26 – 31% in comparison
classrooms without co-teaching. Comparable
gains were found in math proficiency results as
well.
Four Approaches to co-teaching
Supportive
Parallel
Complementary
Team Co-Teaching
Supportive
• Supportive co-teaching is when one teacher takes
the lead instructional role and the other(s)
rotates among the students providing support.
• The co-teacher(s) taking the supportive role
watches or listens as students work together,
stepping in to provide one-to-one tutorial
assistance when necessary while the other coteacher continues to direct the lesson.
• Teachers new to co-teaching or who are short of
planning time often begin with this approach.
Complementary
• Complementary co-teaching is when coteachers do something to enhance the
instruction provided by the other coteacher(s)
• As co-teachers gain in their confidence and
acquire knowledge and skills from one
another, complementary co-teaching become
a preferred approach.
Parallel
• Parallel co-teaching is when two or more people
work with different groups of students in
different sections of the classroom.
• Co-teachers may rotate among the groups; and,
sometimes there may be one group of students
that works without a co-teacher for at least part
of the time.
• Key to parallel co-teaching is that each co-teacher
eventually works with every student in the class.
Team Co-Teaching
• Team co-teaching is when two or more people do what the
traditional teacher has always done – plan, teach, assess,
and assume responsibility for all of the students in the
classroom.
• Team co-teachers share leadership and responsibility. Team
co-teachers share lessons in ways that allow students to
experience each teacher’s expertise.
• In team co-teaching, co-teachers simultaneously deliver
lessons and are comfortable alternately taking the lead and
being the supporter.
• The test of a successful team teaching partnership is that
the students view each teacher as equally knowledgeable
and credible.
Prepare for a good experience
• Pre-Nuptial Conversation Issues for Discussion
and Planning
• Clinical Practice Timeline for Primary Teaching
• Time Commitment necessary for co-planning and
reflection conversations
• Recursive Nature of Teaching (University
Supervisor has a planning observation and
teaching/reflection observations and debriefs)
Challenges of Co-teaching
• Planning Time – Co-teaching necessarily involves more time for planning
together. While building a working relationship, both teachers need time
to voice their thoughts and ask one another questions to be sure the
lesson preparation and delivery go smoothly.
• Reflection Time - Since teaching is a recursive process – planning, delivery,
reflection -- discussions of assessment and reflection are usually threaded
throughout the planning conversations. However, once a routine and
pattern emerge, the planning time usually is reduced.
• Preparation for Individual Teaching – For Co-teaching in Clinical Practice,
there is a gradual shift of lead responsibility for the planning from the
Cooperating Teacher to the Teacher Candidate. In addition, the Teacher
Candidate can do a few days or even a couple of weeks of solo teaching.
• Sharing Control – For some teachers, the idea of not being in complete
control is a foreign notion. After all, one teacher per classroom most of
the time is certainly the norm. For teachers who have difficulty
relinquishing control, co-teaching is not likely a good option.
Additional Themes from CSUSM co-teaching pilot
research
• Co-teaching requires a high level of
communication and interaction between
cooperating teachers and teacher candidates.
• Co-teaching means figuring out together how to
apply co-teaching approaches and how to be
teachers together.
• Co-teaching requires ongoing planning together,
regardless of who is taking the lead.
• Co-teaching creates a better learning experience
for students.
Co-Teaching Community Moodle
• http://www.csusm.edu/education/
A teacher is _______.
• Take out a piece of paper and finish the
sentence.
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LUNCH
• Be back in an hour.
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FALL COURSES
Core Courses – Monday
EDSS 511: Teaching and Learning w/ Anne René Elsbree
EDSS 555: Multicultural Multilingual w/ Annette Daoud
EDSS 521: Literacy w/ Pat Stall & Jeff Heil
Recommended for Marketability to take 2 Methods Courses
- If you have content coursework and can pass the CSET for content
There is only one section of each content area
EDSS 543: Math Methods (Thursday)
EDSS 544: Social Science Methods (Tuesday)
EDSS 545: Science Methods (Thursday)
EDSS 546: English Methods (Tuesday)
EDSS 548: Physical Education (TBA)
EDUC 653: Biliteracy I - Bilingual Authorization - Course in Spanish
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EDSS 571: Clinical Practice - There is only one section
Remember Yesterday’s
Lesson Format Foldable
Step 1 - Fold paper hamburger style
Step 2 - Fold paper in half again (hamburger style)
Step 3 – Fold the folded corner over forming a triangle tab
Central Focus
Objective
(Standards, Big Idea,
Essential Question)
(Measurable, Observable
Students will be able to…)
Assessment
Instructional Tasks
Learning Tasks
(What the teacher does)
(What the student does)
LESSON WORKSHOP
Objective: After seeing two other lesson plans modeled, teacher
candidates will be able to create a community building lesson plan to
use the first week in clinical practice.
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2.
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4.
Partner up with a colleague
Peer review lesson plan draft
Provide feedback & suggestions for improvement
Complete lesson plan
* TICKET OUT THE DOOR: 1 approved lesson plan
You must have a faculty member review your lesson plans and sign off
for approval.
QUESTIONS?
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