Suggested_Tracks_For_Sharing_Res_Based_on_TC_Prepf13

advertisement
Suggested tracks for responsibility based on TC preparedness
Feel free to create your own variation, considering these as suggestions for how to think about the development of lead and solo teaching.
Week 1
2
3
4 *3-way conference
5
6
7
8 *Benchmark 3
way conference,
HIGH PREPAREDNESS:
TC consistently performs
above expectations
CT Lead planning and
teaching
TC co-teaching, taking on
some routine
responsibilities,
conducting focused
observations *
CT Lead planning
and teaching. Goal
to try all coteaching strategies
during this time to
get comfortable.
Becoming more
balanced.coplanning and
teaching
LOW PREPAREDNESS:
TC is not able to independently
meet expectations
Week 9
10
11
High preparedness: TC lead planning
TC Lead planning,
and lead teaching balanced teaching
to gain experience.
TC lead planning,
lead teaching
Solo planning
Lead teaching
Balanced coplanning and
teaching.
Balanced or TC
lead planning.
TC lead planning,
balanced teaching
Low preparedness: Co-planning and
Becoming more
**
teaching with CT in balanced
lead.
Balanced
TC lead planning,
balanced teaching
12
15 3-way final
16
TC taking lead to
Balanced
gain experience co- responsibilities.
planning and
teaching,
13
14
conference
HIGH PREPAREDNESS:
TC solo planning and
lead teaching
Solo planning and
lead teaching
Selected sections of
the day could be
solo taught
Solo planning,
Solo planning and
lead teaching
solo teaching.
Selected sections of
the day could be
solo taught
Solo planning and
solo teaching.
Balanced
responsibilities.
CT lead.*
TC may choose to
continue to co-teach
through week 16 & 17
for additional
experience
TC Lead planning and
lead teaching
Solo planning and
lead teaching
Solo planning and
lead teaching
Selected sections of
the day could be
solo taught
Solo planning and
lead or solo
teaching
Selected days could
be solo
Solo planning and Balanced
lead teaching
responsibilities.
Selected days could
be solo taught
CT lead.*
TC may choose to
continue to co-teach
through week 16 & 17
for additional
experience, especially in
placements with a late
start date
LOW PREPAREDNESS:
TC lead planning and
balanced teaching
TC lead planning,
balanced teaching
Solo planning and
lead teaching.
Selected sections of
days could be solo
taught
Solo planning and
lead teaching
Selected sections
or whole days
could be solo
taught.
Balanced
responsibilities.
CT lead.*
TC may choose to
continue to co-teach
through week 16 & 17
for additional
experience, especially in
placements with a late
start date
CT lead
* TC may also observe in other classrooms in the building, visit specialists, or meet with other school professionals such as counselors, and administrators.
**Low-preparedness note: Highest possible grade with only limited lead and/or solo will be a "B" (with consideration for unusual circumstances)
Responsibility level descriptions
Balanced planning:
Teachers use co-planning sessions to lay out broad goals for lessons and discuss strategies and resources together. Each
teacher does detailed planning for some lessons, some may be planned completely together. Each teacher has responsibility for preparing materials.
Lead planning:
TC comes to co-planning sessions with outlines of plans including all purposes and objectives, and collaboratively discusses specific
strategies and resources with the CT. The final decisions about which strategies or resources to use, as well as the detailed planning of lessons, are mostly
the responsibility of the teacher candidate. All candidates should have a significant period of lead planning.
Solo planning:
TC does all the detailed planning and directs the CT in supporting instruction through the use of co-teaching strategies. Co-planning
sessions are times when the TC reviews plans with the CT, but is not asking for support and resources. If there are any concerns about standards, content
or appropriate delivery, the CT should ask guiding questions such as “Have you considered how these students will respond to this lesson?” or “Are you
meeting all the standards we are supposed to focus on this week?” Only well-prepared candidates who have demonstrated competence in lead planning
need to have a period of solo planning. It may be a helpful option to have a week of solo planning followed by a week of lead planning followed by a week
of solo planning to scaffold learning.
Balanced teaching:
Shared teaching responsibilities. Many lessons are co-taught but those that are “One teach” are balanced between the CT
and TC leading. Leading transitions, guiding non-academic parts of the day, grading, and administrative responsibilities are shared. Specific
responsibilities should rotate during this phase to give the TC experience in all responsibilities before lead teaching.
Lead teaching:
Teacher candidate is actively teaching in every lesson, using whatever co-teaching strategies are most effective. When “One teach”
lessons are used, they are taught by the candidate. The candidate is responsible for leading all transitions, managing all non-academic parts of the day,
and doing most, if not all, administrative tasks including grading and documentation of learning. All candidates should have a significant period of lead
teaching.
Solo teaching:
Teacher candidate is responsible for everything listed in lead teaching, but the emphasis of strategies is shifted so that the
cooperating teacher is less evident in the classroom. The CT will continue to work with small groups and individual students as directed by the TC, but is
more often working with those students outside of the classroom. More “One teach” strategies are used with the CT conducting focused observations to
give the candidate feedback or to observe student performance. The CT may choose to be completely out of the classroom for entire days, but probably
not entire weeks. Only candidates who have shown competence in lead teaching and solo planning should have true solo teaching.
Download