Daring Venture: Innovative Use of
Clinical Placements and
Performance Assessments
AACTE 65th Annual Meeting
March 1, 2013
Orlando, FL
Participants
Chico State University
Ohio State University
East Carolina University
University of Northern Iowa
•Maggie Payne
•Phyllis Fernland
•Linda Patriarca
•Betty Beacham
Georgia State University
•Gwen Benson
•Susan Ogletree
•Sandra Stroot
•Laquore Meadows
•Dwight C. Watson
•Mary Herring
Daring Venture: Innovative Use of Clinical Placements and
Performance Assessments
Purpose - Present concrete, innovative models created between IHEs and Pk-12
school districts to prepare highly effective teachers. Provide the opportunity to engage with
grantees around key ideas to discuss how they might integrate these into their programs.
Goal - Through listening to the panel discussion and engaging in interactive, round table
dialogue, session attendees will be able to gather information that will assist them in
crafting innovations in their programs.
TQP Grant Purpose
…to improve student
achievement
By improving what we know has
the greatest effect on improving
children’s learning-Effective Teaching
http://www2.ed.gov/programs/tqpartnership/applicant.html
Daring Venture: Innovative Use of
Clinical Placements and Performance
Assessments
The Rural Teacher Residency
Program
California State University, Chico
Rural Teacher Residency
• 18-month program with 12-month residency
• Completion of preliminary elementary or special
education credential and master’s degree
• Cohorts of general and special education residents
placed in high-need rural schools
• Co-Planning/Co-Teaching model
• Field-based assignments
• Strong emphases on PLCs and RtI
• Focus on action research in rural
school
classrooms
Enhancing Clinical Practice
• Intense, full-time, yearlong classroom experience
• Integration of content and pedagogy with schoolembedded practice
• Collaborative selection of mentors and residents
• Simultaneous renewal of program, schools and
mentors
• Focuses on student achievement
and classroom –based inquiry
Measuring Program Effectiveness
• Teaching Performance Expectations (TPEs)
• Performance Assessment for California Teachers
(PACT)
• Field evaluations
• CSU Exit Survey
• CSU System-wide Evaluation of First Year Teachers
• CSU Center for Teacher Quality (CTQ) Student
Achievement/Teacher Performance Study
• Qualitative Data and Faculty Research
Pathway to an Effective Teacher
Co-Teaching Internship
Instructiona
Clinical
l Coach
Teacher
Teacher
Candidat
e
Principal Investigator: Dean Linda Patriarca
Program Director: Dr. Betty Beacham
beachamb@ecu.edu
Intern 1
Intern 2
COLLEGE OF EDUCATION AT EAST CAROLINA
Teacher Quality Partnership at ECU
CONCEPTUAL REFRAMING:
1.Planning and assessment as important as instruction
1.Clinical teacher and intern(s) focus on co-planning
• Dialogue around goals
• Activities to reach goals
• Assessments to determine whether goals are met
1.Roles and responsibilities more collaborative than supervisory
1.Apprenticeship model employed-not supervisory model
1.Focus on K-12 students rather than on the student teacher
DEFINING CO-TEACHING INTERNSHIP
Co-Teaching Internship: What is Viewed as
Innovative?
INTERN:
1. Co-Planning—Integral part of the model
2. Using clear co-teaching strategies
3. Making instructional formats explicit (shared)
4. Increasing time for enhanced teaching practice throughout 15 weeks
5. Collaborating roles in an environment with continuous dialogue about content, students,
and context
CLINICAL TEACHER (SCHOOL):
1. Co-teaching—reduces class size ( 3 = 30, not 1 = 30), reduces negative behavior, and
increases student engagement and individual attention
2. Dialoguing about planning, leading to better conceptualized and articulated lessons
3. Enhancing student achievement (St. Cloud data). (Since NC teacher evaluation now
includes student achievement, co-teaching is viewed as positive for the teacher and
school/district are more positive about taking student teachers.)
UNIVERSITY:
1. Reducing placement need and increasing placement quality
2. Increasing more professional development for smaller cadre of clinical teachers
3. Creating a cadre of intern teacher leaders with common goals/processes
ENHANCING CLINICAL PRACTICE
Co-Teaching Internship: How Is Clinical
Practice Enhanced?
A. Nature of Co-teaching Occurring
[Co-Teaching Strategies Chart]
1. What is the nature of co-teaching that is
occurring?
a. Number of co-taught lessons
b. Types of co-taught lessons
c. Progression of type of co-taught lessons
2. Does co-teaching occur more often in certain
subjects?
B. Co-Teaching Experience
[Co-Teaching Survey]
3. What are the experiences of candidates in a
2:1 scenario as compared to those in a 1:1
scenario?
4. What are teacher candidates’ opinions of the
co-teaching experience?
C. Teaching Ability
[Walkthrough form, Progress Reports, TPA
Score, Final Evaluation]
5. What differences exist in the teaching ability
of interns participating in co-teaching and
those not participating in co-teaching?
D. Dispositions
[CSAT, Disposition Form]
6. Does co-teaching improve pre-service teachers’
ability to collaborate?
7. Does co-teaching affect pre-service teachers’
professional dispositions?
E. Development of Teacher Self-Identity
[Semi-Structured Interview Protocol]
8. Do the teacher self-identities of those
involved in co-teaching during their internship
differ from those not involved in co-teaching?
F. Planning
[Transcriptions from Recorded Planning Sessions]
9. What does the planning look like in co-taught
classrooms? Does it differ from that occurring in
traditional internship classrooms?
G. Follow-up of Graduates
10.K-12 Student Achievement
11.Scores on the McRel Teacher Performance
Appraisal Instrument
12. Scores on the CLASS Lite
PROCESSES AND OUTCOMES
Co-Teaching Internship: What are
Measures of Effectiveness-Processes and
Outcomes?
Urban and Rural Residency
Daring Venture: Innovative Use of
Clinical Placements and Performance
Assessments
Network for Enhancing Teacher Quality
(NET-Q)
Georgia State University
Network for Enhancing Teacher Quality
•
•
•
•
Quick Facts:
Residency and Pre-Baccalaureate
Urban and Rural
29 LEAs
1000+ Teachers Prepared
NCTAF
GBP
Most Innovative Features
• Cohort Model
• Research Projects: Teacher Intern Professor Model &
Anchor Action Research
• Special Need Population Inclusion Model
• Mentor-Resident Model
• Creating Professional Identities
Enhanced Clinical Practice
• Mentor-Resident Model
• Cross Career Learning Communities
• TLINC: Addressing Teaching in Isolation
• Reciprocal Mentoring
• Online and Face to Face Support
Measuring Effectiveness
• Student Growth
• Teacher Growth
• Data from Technology Device
• Usage of Professional Growth Plans
• TIP/AAR
Project A*S*P*I*R*E
Apprenticeships Supported
by Partnerships for
Innovation and Reform in
Education
The Ohio State University
Dr. Sandra A. Stroot, Professor, PI
Dr. Laquore Meadows, Project Director
Co-Planning Co-Teaching
•
Co-Planning
•
•
•
•
•
Making better tasks.
Asking better questions.
Soliciting student thinking.
Finding evidence of learning.
Co-Teaching
• Mentor and Intern working together to set the task.
• Circulating the room to find evidence of learning.
• Collecting artifacts of student work.
Co-Assessing
•
• Assess for learning
• How do we assess for learning?
• (Identify evidence of student learning)
• How do we document the evidence of
learning that occurred (or didn’t
occur)?
• How do we widen the our lens about
what counts for learning?
Reflect on the Process
•
• Bring this experience beyond the
episodic…
• How do we apply our understanding
about teaching/learning to new
situations?
• How do we document evidence of
growth in our apprenticeship model of
developing problem-solving urban
educators?
University of Northern Iowa
Iowa Teacher Quality Partnership Grant
• Define and integrate emerging attributes of effective teaching
into in-service and pre-service programs
• Integrate attributes of effective teaching evaluation process into
pre-service; K-12 induction/mentoring; evaluator training
programs
oSupported by statewide integrated technology platform
• Expand connectivity and clinical placements
Iowa TQP Project
Manager
• Mary-Beth
Schoeder-Fracek
UNI Co-Primary Investigators
• Mary Herring
• Nadene Davidson
UNI Project Manager
• Leasha Henriksen
Innovation: Immersive Clinical Practice
Experiencing the Community
o Recruiting/Retaining
o Signature Community
Event
o Welcomed to
School/Town
o Valued as a Professional
Enhanced Clinical Practice
•
•
Week Long
o
Connected Lessons
o
Understand Role of
Teacher
Maximized Teaching Time
o
Pre-planning
conversations
o
Connection with LEA
students prior to
experience
Measure of Effectiveness
Our Questions:
1. What contributes to effective teaching?
2. How are we impacting education in a rural setting?
Measures:
•
Reflective Conversation
Video Recording
Just In Time Access
Guiding Questions
Online Evaluation Rubric
Just In Time Access
o
o
o
•
o
Roundtable Discussions
Discussion Questions:
1. What education reform initiative is being embraced
at your college or university?
2. What are ways in which your college or university
measure candidate effectiveness?
3. What are ways in which your college or university
can enhance clinical practice?
4. Senate Bill 3582, Educator Quality Enhancement,
recommends a residency after completing their
degree before receiving licensure. The bill calls for
connectivity with graduates during this
induction/residency period. If passed, how will this
affect your program?
Thank you for joining us today.