Ct & st pAIRS wORKSHOP
MSU Denver
school of Education
Monday, November 16
4:30-6:45
“Those having torches will pass them onto others” - Plato
Philip E. Bernhardt
Asst. Professor of Secondary Education, MSU Denver
pbernhar@msudenver.edu
BEGINNING TEACHERS
Beginning teachers can only
reasonably be expected to succeed if
they receive intentional,
comprehensive support catered to
meet their unique needs.
WORKING DEFINITION OF MENTORING
Professional practice that occurs in
the context of teaching whenever an
experienced teacher supports,
challenges, and guides [pre-service]
or novice teachers in their teaching
practice.
Odell and Huling (2000, p. xv). Qualit y Mentoring for Novice Teachers
SIGNIFICANCE OF COOPERATING TEACHERS
①
Effective CTs are critical to clinical experiences.
②
Student teachers view student teaching as the
most important component in their preparation
and consider their CT as essential to their
success.
③
Wide acceptance: “cooperating teachers are the
most powerful influence on the quality of student
teaching and shape what student teachers learn
by the way they mentor” (Weiss & Weiss, 2001)
11 WAYS COOPERATING TEACHERS PARTICIPATE
IN TEACHER PREPARATION
• Providers of feedback
• Conveners of relation
• Gatekeepers of the
• Agents of socialization
profession
• Modelers of practice
• Supporters of
reflection
• Advocates of the
practical
• Abiders of change
• Teachers of children
• Gleaners of knowledge
• Purveyors of context
Brodie, Cowling, Nissen, (2009), Understanding participation: A literature review
DEVELOPING PROFESSIONAL RELATIONSHIPS
①
What are the likely ACTIONS of an
effective cooperating teacher?
①
What do these ACTIONS look like
in practice?
QUALITIES:
HIGH-PERFORMANCE MENTOR TEACHER
Rowley, J. (2009) The High Performance Mentor
EFFECTIVE MENTOR TRAITS
(JOHNSON, 2008)
① Sensitive to the needs of beginning teachers.
② Ability to listen (inviting discussion & sharing).
③ Communicate openly (including sharing own struggles).
④ Understanding of diverse learning preferences & past
experiences.
⑤ Restraint from judgment (use data as part of reflection).
⑥ Models continuous learning.
⑦ Shares understanding of state/national standards
as well as district/school expectations and norms.
EFFECTIVE MENTORING:
4 DOMAINS OF SUPPORT
Physical
·
·
Help arrange, organize,
and decorate the
classroom.
Give a tour of the building.
Emotional
·
Engage in active and
supportive listening.
·
Establish a common
language of instruction.
·
Conduct daily check-ins.
·
Use a scale/tool to
measure progress.
Validate the teacher’s
feelings.
·
Describe an average day
at school.
·
·
Explain administrative
procedures.
·
·
Help prepare for 1st day of
school.
·
·
Demonstrate how to use
school technology tools.
·
Celebrate success.
·
Explain the procedure for
substitute plans.
·
·
Identify and help prepare
for students with special
needs.
Establish consistent times and
means to communicate with
one another.
·
Explain the district’s
teacher evaluation system.
·
Help initiate
communication with
parents.
Instructional
Send encouraging messages.
Enlist support from other
teachers, administrators, and
staff members.
Institutional
·
Explain the school culture.
·
Help establish a support network.
·
Provide further details and
support around teacher
evaluation process.
·
Establish collaboration time with
appropriate colleagues.
·
Help set appropriate
growth goals.
·
Mentor up the scale.
·
Give focused feedback.
·
Share educational research.
·
Analyze data and guide
reflection.
·
Help secure membership in
educational organizations.
·
Provide opportunities to
observe and discuss
effective teaching.
·
Facilitate involvement in
extracurricular activities.
·
Foster relationships with coworkers.
Source: Supporting Beginning Teachers Webinar (http://www.marzanoresearch.com/resources/webinars)
INSTRUCTIONAL MENTORING
High Leverage Teaching Practices
http://www.teachingworks.org/work-ofteaching/high-leverage-practices
(Included in Workshop Handouts)
Renewed Planning:
Participants determine next
steps and cycle repeats with
next observation.
Conferencing to Review
Classroom Events:
CT (and possibly university
supervisor participate.
Planning for the
Conference: Both CT and
and student teacher develop
general plans to discuss
outcomes, classroom
management, and the
teaching/learning process;
follow-up may be strategies
outlined.
Establishing a “helping trusting”
relationship. Becoming
acquainted, establishing roles and
expectations, discussing learning
styles, reviewing preferred ways of
communicating, and clarifying how
clinical supervision is
implemented.
A Collaborative
Clinical
Supervisory
Approach
Analyzing Data for
Important Patterns in the
Teaching Process: CT and
student teacher
independently analyze the
instruction.
Planning Lessons and Units
with the Teacher: Plans would
include clear objectives,
anticipated problems, special
learning circumstances, and
strategies for teaching the lesson
or unit.
Planning for the Observation:
CT and student teacher discuss
what will be observed during the
lesson and how data will be
collected.
Observing Instruction: CT
watches the lesson and
records data on classroom
events.
COLLABORATIVE CLINICAL MENTORING MODEL
Establish:
 Co-planning time.
 Observation routine.
 Conferencing opportunities to provide feedback and
engage in a process of continuous improvement.
To consider, for example:
 When will we schedule? What times of day are
available? How can we make it consistent?
 Can we implement each step of the process? What will
this look like?
 Challenges?
POST-OBSERVATION CONFERENCING:
EFFECTIVE FEEDBACK
①
Effective feedback is timely, directs attention to
intended learning, and offers specific details.
②
Describe observations rather judge.
③
Occurs during the learning process, when one can act.
④
Effective feedback does not “do the thinking. Discuss
alternatives and ask questions rather giving solutions .
⑤
Effective feedback limits the corrective information to
an amount a receiver can practically process/implement.
⑥
Feedback should lead to action.
CO TEACHING STRATEGIES
1.
One Teach: One Observe
2.
One Teach: One Assist
3.
Station Teaching
4.
Parallel Teaching
5.
Supplemental Teaching
6.
Alternative (Differentiated) Teaching
7.
Team Teaching
WORKING DEFINITION OF MENTORING
Professional practice that occurs in
the context of teaching whenever an
experienced teacher supports,
challenges, and guides [pre-service]
or novice teachers in their teaching
practice.
Odell and Huling (2000, p. xv). Qualit y Mentoring for Novice Teachers
REFERENCES
 Brodie, E., Cowling, E., & Nissen, N. (2009). Understanding
participation: A literature review . London, England: NCVO,
IVR & Involve.
 Johnson, K. (2008). Being an effective mentor: How to help
beginning teachers succeed. Thousand Oak, CA: Corwin.
 Odell and Huling (2000).Quality Mentoring for Novice
Teachers. Joint publication: Washington, D.C.: Association of
Teacher Educators and Indianapolis, Indiana: Kappa Delta Pi.
 Rowley, J. (2009) The High Performance Mentor. Thousand
Oaks, CA: Corwin.
 Weiss, E. M., & Weiss, S. (2001). Doing reflective supervision
with student teachers in a professional development school
culture. Reflective Practice, 2, 125 –154.