Micro-Scholarship, What it is, How can it help me.pdf
CSUSM Co-Teaching in Clinical Practice
1. CALIFORNIA STATE
UNIVERSITY SAN MARCOS
SINGLE SUBJECT
CREDENTIAL PROGRAM
INITIAL CLINICAL PRACTICE AND CO-
TEACHING MEETING FOR COOPERATING
TEACHERS AND TEACHER CANDIDATES
2. 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.
3. 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.”
How is this description similar to and different from your own
experiences and expectations?
4. COOPERATING TEACHER AND
TEACHER CANDIDATE TRAINING
AND INFORMATION
Purposes:
• Understand Single Subject Program Organization and
Focus
• Review Teacher Performance Expectations (TPEs)
• Review Co-teaching in Clinical Practice
• Discuss roles and expectations
• Peruse community Moodle site
• Conduct Co-teaching conversation with teacher candidate
5. SINGLE SUBJECT
PROGRAM
Focus on :
• clinical practice
• digital age teachers and learners
• social justice
• Teacher Performance Expectations
(Fondly known as TPEs)
6. PROGRAM
ORGANIZATION TO
FOCUS ON CLINICAL
PRACTICE
16 weeks coursework Mondays
Co-teaching in clinical practice throughout the
program T-F (includes some solo teaching)
Follows school site calendar
7. RATIONALE AND PROCESS FOR
ORGANIZATIONAL FEATURES
• Collaborative conversations and input from OSLs and CTs
(result: Monday coursework, T-F clinical practice)
• Like K-12, teacher preparation has state and national
standards and requirements that must be met. Coursework
AND clinical practice, together fulfill the requirements.
• Teacher Performance Assessments are also a state
requirement and must be completed during the program.
• Co-teaching is beneficial for K-12 students (2 teachers is
better than 1) and teacher candidate preparation (learning
from success is generally better than learning from mistakes)
• Co-teaching is necessary to assure continuity for students
since the TC is not present on Mondays.
8. CANDIDATE
SCHEDULE
2 periods of one content class: e.g. English 9, Algebra, US
history
Follow the co-teaching model – gradually participating more
in planning and instruction
1 period assigned to assist in SEI, special ed, ELD, AVID,
CAHSEE prep, etc. wherever there is a school site need
Assist only – co-teaching not expected
3 periods for planning, University work
(50% of the 6 period day assigned)
9. COOPERATING TEACHER
EXPECTATIONS
Share planning information and lesson plans
(you are NOT expected to teach how to write a lesson plan!)
Meet with the candidate no more than 2 prep periods per week after the first
few weeks
Participate in an interview and ‘pre-nuptial’ agreement meeting with the TC
Have candidate participate in a variety of activities from day one- begin with
supportive and complementary
e. g. T C could greet at door, do bell-works, take role, stamp HW, collect
work at end of period at door, introduce a new topic, create an activity,
present part of lesson, take notes on the board, etc. other ideas?
During CP I: by week 6 of the semester candidates are presenting at least
one lesson per week using co-teaching; by week 10 of the semester
candidates are teaching 3-5 lessons per week
10. CT EXPECTATIONS #2
Attend an introductory meeting with the TC,OSL and US
Review co-teaching roles
Explain to the candidate how your department plans, uses
standards (and CCS if appropriate)
‘Insist’ that they start ‘instructing’ and interacting with students
immediately
Have TC attend all meetings and join you in your other
assignments such as duty
Email the CT log (see forms page) on the first Friday of each
month to the US and OSL
Check out the TPE (teacher performance expectations)
requirements (see log)
11. 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
12. REVIEW: FOCUS ON
SOCIAL JUSTICE
Differentiation
English Learners
Special Needs students
Equity and Access
14. 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
15. 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 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
16. REVIEW: 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
17. BENEFITS
Increased sharing and exchange of knowledge and skills
through the processes of collaborative planning, problem
solving, and co-teaching
Professional development for both cooperating teachers and
credential candidates in a shared language and understanding
of collaborative planning and teaching and methods for high
quality co-planning and co-teaching
More opportunity to differentiate instruction to increase student
access to and performance in the general education curriculum
in mixed-ability classrooms, inclusive of English learners
Increased probability of closing the achievement gap and
preventing special education referral by providing research-
based instruction and intervention in a Response to Intervention
co-teaching approach
18. CHALLENGES OF CO-
TEACHING
Planning Time – Initially, 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. In CPII, TCs generally do several weeks of solo teaching after
state required testing periods.
Relinquishing 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.
19. CO-TEACHING
MODELS
• Supportive - Supportive co-teaching is when one teacher
takes the lead instructional role and the other(s) rotates
among the students providing support.
• Complementary-Complementary co-teaching is when co-
teachers do something to enhance the instruction
provided by the other co-teacher(s)
• Parallel - Parallel co-teaching is when two or more people
work with different groups of students in different
sections of the classroom.
• Team - 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.
20. PREPARE FOR A GOOD
EXPERIENCE
“Pre-Nuptial Conversation” Issues for Discussion and
Planning
Clinical Practice Timeline for Primary Teaching
Responsibility (handout)
Time Commitment necessary for co-planning and reflection
conversations
Recursive Nature of Teaching (University Supervisor has 1
planning observation early in the semester and 3 teaching
observations)
21. PRE-NUPTIAL CONVERSATION:
SAMPLE QUESTIONS.
Time for planning:
How much time do we need? (Suggestion: You will probably need more time initially than you
think you might.)
When and where will we meet on a regular basis specifically for planning?
Communication:
How will we ensure regular communication with each other?
Instruction:
How will we share teaching responsibility this week?
How will the content be presented – will one person teach and the other arrange and
facilitate?
How are we comfortable complementing and supplementing one another during instruction?
Student Behavior:
If we could each have only three class rules, what would those be?
How will we be consistent in dealing with behavior?
HAVE THIS CONVERSATION ASAP!
22. ROLES IN CLINICAL
PRACTICE (IN BRIEF)
University Supervisor
• Mentor and coach
• 4 formal observations (1 planning, 3 teaching)
• Prepares final documents
On-Site Liaison
• Mentor and coach
• Site contact, sounding board, help in problem solving, reflection guide,
etc.
• Plans opening and closing meetings and meets weekly with TCs
Cooperating Teacher
• Daily role model and mentor
• Collaborates in co-planning and teaching
• Guides reflective conversations, offering formal and informal feedback
23. CO-TEACHING
REMINDERS
• Cooperating teachers: Introduce the teacher candidate as a
co-teacher and be sure they have supportive and
complementary roles in the lesson.
• Teacher Candidates: Be proactive in the beginning of the
semester. During planning, ask what you can do to support
and complement the lesson. Do not sit in the back of the
room. Observation of your CT is important, and you can
observe while assisting students during independent
practice and watching students to make sure they are “on
task” during direct instruction. Act like a teacher. Stand at the
door and greet students.
• Throughout the semester, candidates will have assignments
that use the co-teaching tools (prenuptial conversation,
lesson planning, reflection on co-teaching, etc.)
