UNCG Project ENRICH

1. Welcome to Synchronous Session 1
Strengthening Our Profession:
Year 2 Online Academy for
OSTEs and Clinical Teachers

2. Year 2 Online Academy
• Interest in and importance of quality pre-service teacher
support
• Opportunity to learn with and from the participants
• 2-module professional development designed to support quality
coaching of pre-service teachers and to extend learning and
practice from modules 1, 2, and 3.

3. Rita Jennings
Project ENRICH Academic Coach
rbjenni2@uncg.edu
Matt Fisher
Online Professional Development Coordinator
msfishe2@uncg.edu

4. History of NTC and experience
working new Clinical Teachers /
OSTEs and teachers

5. Let’s Navigate Around Collaborate
1. How to talk
2. Video chat room
3. Raising hand to request microphone access
4. White board tools
5. Emoticons
6. Survey

6. Let’s Navigate Around Collaborate
• Instant Polling
1. Question 1: Have you taken an online course in the past?

7. Let’s Navigate Around Collaborate
• Instant Polling
1. Question 1: Have you taken an online course in the past?
2. Question 2: Raise your hand if you have used Collaborate for
online synchronous learning.

8. • Using the whiteboard TEXT tool, type your
answer on the whiteboard.
What is the name of your hometown?
Let’s Navigate Around Collaborate

9. • Using VIDEO and TALK functions
o We will limit the amount of simultaneous talkers
and video users during the main room discussion.
Allowing too much access will slow the system
down greatly.
o If you wish to contribute to a conversation in the
MAIN room, simply raise your hand and we will
give you access to the TALK function.
• In break-out rooms, you will have access
to use both video and talk at your own
discretion.
Let’s Navigate Around Collaborate

10. • Using the CHAT window
o You can chat with the whole group, individuals, and the moderators (Rita and
Matt)
o The moderators can see all chats (public and private) so please make sure to
adhere to our online Collaborative Norms.
o Chat is a great way to participate in conversations in the main room without
using the TALK functions.
o We will also use the CHAT function to send URL’s and other links for you to
access. (Ex. YouTube videos, Google Docs)
Let’s Navigate Around Collaborate

11. • Using the CHAT window
o You can chat with the whole group, individuals, and the moderators (Rita and
Matt)
o The moderators can see all chats (public and private) so please make sure to
adhere to our online Collaborative Norms.
o Chat is a great way to participate in conversations in the main room without
using the TALK functions.
o We will also use the CHAT function to send URL’s and other links for you to
access. (Ex. YouTube videos, Google Docs)
Let’s try it out.
o Question: Using the chat window, tell the group what your favorite musical
group is.
Let’s Navigate Around Collaborate

12. Guess who your
colleagues are!
Raegan
Autry
Michael
Baumann
Shari Brady
Michelle Carlson Kristin Harris Susan Long Amy Nissen
Antonio Noland Ruth Robinson Matt Fisher Rita Jennings
Marian Taylor Kimberly AsKew

13. Collaborative Reflection Log Connector
• What worked for you?
• What were challenges you
encountered?
• What are your next steps?
• What support is needed?
You will discuss your thoughts
in a break-out room
(8 minute discussion)

14. Outcomes for Module 4
By the conclusion of this professional development, participants
will be able to:

15. Outcomes for Module 4
By the conclusion of this professional development, participants
will be able to:
• Cultivate skills to have meaningful conversations to promote professional growth of
PST (pre-service teacher)

16. Outcomes for Module 4
By the conclusion of this professional development, participants
will be able to:
• Cultivate skills to have meaningful conversations to promote professional growth of
PST (pre-service teacher)
• Extend and practice the attitudes, language, behaviors and skills of effective CT
(clinical teacher) that foster autonomous decision making in PST.

17. Outcomes for Module 4
By the conclusion of this professional development, participants
will be able to:
• Cultivate skills to have meaningful conversations to promote professional growth of
PST (pre-service teacher)
• Extend and practice the attitudes, language, behaviors and skills of effective CT
(clinical teacher) that foster autonomous decision making in PST.
• Establish goals to deepen ability to assess and support PST development

18. Outcomes for Module 4
By the conclusion of this professional development, participants
will be able to:
• Cultivate skills to have meaningful conversations to promote professional growth of
PST (pre-service teacher)
• Extend and practice the attitudes, language, behaviors and skills of effective CT
(clinical teacher) that foster autonomous decision making in PST.
• Establish goals to deepen ability to assess and support PST development
• Understand protocols for setting goals for PST based on professional teaching
standards

19. Agenda for Module 1

20. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms

21. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
• A Human Continuum

22. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
• A Human Continuum
• An in-depth look at The Mentor Continuum

23. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
• A Human Continuum
• An in-depth look at The Mentor Continuum
• Goal Setting

24. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
• A Human Continuum
• An in-depth look at The Mentor Continuum
• Goal Setting
• Matching stance and language to PST development

25. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
• A Human Continuum
• An in-depth look at The Mentor Continuum
• Goal Setting
• Matching stance and language to PST development
• Practice conversation

26. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
• A Human Continuum
• An in-depth look at The Mentor Continuum
• Goal Setting
• Matching stance and language to PST development
• Practice conversation
• Making thinking transparent

27. Overall Collaborative Norms
o be confidential
o be technology literate
Collaborative Norms

28. Collaborative Norms
In your asynchronous collaborative group:
o Be responsible for your part on assignments / discussions
o For group projects, determine how decisions will be made
o When corresponding via email or in discussion boards, be clear in your
communications with partners
o Be open to the point of view of others

29. Collaborative Norms
In your weekly synchronous sessions
o Be courteous
o Be on time and attentive for class sessions
o Be an active listener and participant in conversations
o Agree to “judgment-free zone” (It is safe to share different perspectives)
o When working in break-out rooms, be certain to begin working ASAP. The
activities are time sensitive.

30. Synonyms used in our training
Terms for Pre-Service Teacher
• PST
• intern
• student teacher
• resident
• teacher candidate
Terms for School Staff
• Clinical Teacher
• Cooperating Teacher
• OSTE (on-site teacher
educator)
Terms for University Staff
• team leader
• supervisor
• coach

31. Discussion Groups
• Group 3
o Kristin
o Shari
o Raegan
• Group 1
o Michael
o Marian
o Michelle
• Group 2
o Ruth
o Amy
o Susan
Discussion groups for today and for asynchronous discussion for whole course

32. The Human Continuum
• We are going to start with a very concrete, kinesthetic example to
think about how we can be at different places along a continuum.

33. The Human Continuum
• We are going to start with a very concrete, kinesthetic example to
think about how we can be at different places along a continuum.
• This will be a “cognitive anchor” as we think about assessing a
beginning teacher (and/or induction program) relative to discrete
aspects of teaching.

34. The Human Continuum
• We are going to start with a very concrete, kinesthetic example to
think about how we can be at different places along a continuum.
• This will be a “cognitive anchor” as we think about assessing a
beginning teacher (and/or induction program) relative to discrete
aspects of teaching.
• This will be a reminder that one can be at different developmental
levels within the broader context of teaching performance.

35. The Human Continuum
“Planning a Party”
Preparing the house
(“Standard 2: Teachers establish a respectful environment for a diverse population of students”)
Planning every
aspect of the
party out
Fly by the seat of
your pants

36. The Human Continuum
“Planning a Party”
Planning the meal
(“Standard 4: Teachers facilitate learning for their students”)
Very specific
meal planning
Let’s order pizza or
have a pot luck!

37. The Human Continuum
“Planning a Party”
Engaging the Guests
(“Standard 4: Teachers use a variety of instructional methods”)
Personal
interactions with
each and every
guest
You hang out in the
corner and wave to
guests

38. The Human Continuum
“Planning a Party”
Cleaning Up
(“Standard 5: Teachers reflect on their practice”)
Everything is
cleaned up
perfectly!
You leave
everything a mess.

39. • How can we link these 4 steps in the party process to the
professional teaching standards?
The Human Continuum
Reflection

40. • How can we link these 4 steps in the party process to the
professional teaching standards?
• Who told you where to go?
The Human Continuum
Reflection

41. • How can we link these 4 steps in the party process to the
professional teaching standards?
• Who told you where to go?
• Why were some people in one place for one descriptor and
another location for a different section?
The Human Continuum
Reflection

42. North Carolina Mentor Continuum

43. North Carolina Mentor Continuum
• You and your partner(s) are going to review the notes you made
prior to today’s session and prepare a presentation for the whole
group.
• You will have 15 minutes to prepare your presentation. Your
presentation should be thorough, but only take 2 minutes to
present. Use the note-taking guide to help you know what to include
in your presentation.

44. Core idea of each element Evidence to determine placement on the continuum
Difference in verbiage as you move from left to right on the continuum Ideas to share with the entire group

45. North Carolina Mentor Continuum
Debrief

46. 10 minute independent activity
On Page 8 of your participant’s packet is
the Mentor Self-Assessment Tool.
Put a dot on the box of the continuum that
best represents your current level of
mentoring practice.
• Be open.
• Look at your practice honestly and try
to identify both areas of relative
strength and areas for growth.

47. North Carolina Mentor Continuum
Self-Assessment

48. North Carolina Mentor Continuum
Debrief

49. Clinical Teacher Goal Setting
The purpose of setting goals is two-fold:
1. To understand the value of self-reflection in every aspect
of teaching
2. To establish concrete measurable goals.

50. Clinical Teacher Goal Setting

51. Clinical Teacher Goal Setting

52. Clinical Teacher Goal Setting

53. Clinical Teacher Goal Setting

54. Clinical Teacher Goal Setting

55. Asynchronous Assignments
What topics will we be covering this week?
• Let’s take a web tour of Asynchronous activities
o ICF Review
o Johari Window
o Language Stems
o Transparency Frame – Plan Aloud and Practice Conversation
o Case Study (Aleeda Doinitrite)
o Article: Minding your Language and discussion board
• Check the Coursesites calendar for upcoming due dates
o Monday, August 4th: 3 PM
After today’s session, explore Module 4 Asynchronous Session in Coursesites
so you can plan your time accordingly.

56. Thank you for attending our session!
Next session:
Tuesday morning, August 5th at 10 AM