Project ENRICH Year 2 Synchronous Session 2

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

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

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.
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.
o OR use the chat window to send a message

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

Agenda for Module 1
• Briefly review the Mentor Continuum self-assessment and Mentor Goal
Setting
• Have a conversation with Aleeda Doinitrite
• Practice being transparent when teaching something
• Receive directions for a project
• Use the article “Minding Your Language” to learn about pre-
suppositions and what our words might mean.

North Carolina Mentor Continuum
Self-Assessment

CT Goal Setting
Use the whiteboard text tools to share your thoughts on the task of reflection and goal setting

Johari Window
Applied to Teacher Development
Unconscious
Not Known to Self
Conscious
Known to Self
Incompetent
Not Known to
Others
Unconsciously
Incompetent
Teacher is not doing
things well, but is
not aware that
things are going
poorly
Consciously
Incompetent
Teacher is not doing
well, but is aware of
the problems
Competent
Known to
Others
Unconsciously
Competent
Teacher is doing
well, but may not
know it, may not be
able to repeat it, or
understand why it
was successful
Consciously
Competent
Teacher is doing well,
knows it, knows why,
and can replicate it
• The window is a good frame for
identifying a student teacher’s
level of skill and their
awareness of what they need to
do.
• On our Google Drawing, you
were asked to indicate which
stance, I-C-F, would be most
appropriate for each window.

Notes for Pre-Observation Conference

Post-Observation Conference Notes

Student materials for 2nd observation

Table summarizing student comments
(raw data)

Aleeda Doinitrite
• You are now going to be put in a group of 3. Your group is to share
your analysis of Aleeda’s data by way of a conversation.
• You are going to have a practice conversation with Aleeda the way
you did conversations in the Year One Academy.

Aleeda Doinitrite
• The role of Aleeda
o Aleeda will rely on the analysis done on pgs. 15-20 to play this role. Aleeda may
invent supporting details to enrich the conversation as needed.
• The role of her clinical teacher or OSTE
o The Clinical teacher should pause and call for a time-out 1-2 times during the
conversation to ask for support from the Coach. Coaches of the CT can use pages
21 and 22 to capture data or script coaching language (pause, paraphrase,
question) and stances (I,C,F) used to support Aleeda’s development.
• The role of coach for the clinical teacher
o The job of the Coach of the CT is to provide constructive feedback and support to
the CT.

Aleeda Doinitrite
• 5 minutes to talk about your roles and share any
information you want to share with your group before
beginning the conversation.
• You will have 10 minutes for the actual practice
conversation.
The purpose of this activity is to:
practice having a coaching conversation using effective coaching
strategies (pausing, paraphrasing, and questioning)
to enhance our listening skills while maintaining a trusting relationship
with your PST.

Aleeda Doinitrite Debrief
Comments or observations from this conversation?
• Clinical Teacher / OSTE comments?
• Coach comments?
• Aleeda comments?

Making Thinking Transparent
You worked with this framework in planning an activity to share with a
partner today.
• When I teach ________, I want to be sure the students know ________ .
• Things I think about ________, __________, and __________ .
• Other things to consider ________, __________, and __________ .

1. With your partner, decide who will present the instructions first and
who will listen and comprehend the task.
2. The presenter acknowledges their task and verbally presents the
instructions to the listener. During the presentation, the listener will
try to identify holes or areas of confusion in the instructions.
3. Listener:
1. Do you have any clarification questions?
2. Do you feel that there was any void of information in the instructions?
3. Do you think you could perform the activity based on the provided information
and instructions?

4. Repeat the activity but switch roles and tasks.
5. After both partners have gone, discuss the following:
1. What were the biggest challenges in understanding your partner’s
instructions?
2. From what you learned in this activity about clarity and the thought
process, would this have an impact on your interactions with your pre-
service teacher?

1. With your partner, decide who will present the
instructions first and who will listen and
comprehend the task.
2. The presenter acknowledges their task and
verbally presents the instructions to the listener.
During the presentation, the listener will try to
identify holes or areas of confusion in the
instructions.
3. Listener:
1. Do you have any clarification questions?
2. Do you feel that there was any void of
information in the instructions?
3. Do you think you could perform the activity
based on the provided information and
instructions?
4. Repeat the activity but switch roles and tasks.
5. After both partners have gone, discuss the following:
1. What were the biggest challenges in
understanding your partner’s instructions?
2. From what you learned in this activity about
clarity and the thought process, would this have
an impact on your interactions with your pre-
service teacher?

We will use the chat window to hear some
of your thoughts on this activity.
1. What did you and your partner find difficult about the activity?
Debrief

2. Was it more challenging to plan or learn?
Debrief

2. Was it more challenging to plan or learn?
3. How will the frame discussed and used in this activity change your
planning thought process when dealing with PSTs?
Debrief

What does it mean to ‘pre-suppose’?
To presuppose is to assume something in advance. To believe that a
particular thing is true before there is any proof of it.
For instance, we hold our belief systems, values, feelings and what we
see ourselves as truth.
Language and Positive
Pre-Suppositions

In Padlet, we will be looking at 4 images and jotting down our initial
thoughts on these images.
Link to Padlet is in the CHAT window.
Pre-Suppositions

Now, we will watch a short video of the same images,
which have been slightly modified.
The link to this video will be in the CHAT WINDOW.
Pre-Suppositions

Now, we will watch a short video of the same images,
which have been slightly modified.
Now, think about how the words with images may have changed your
initial response. On the same Padlet page, jot down your impressions /
thoughts / reactions to the modified photos.
Pre-Suppositions

Negative pre-suppositions More positive pre-suppositions
Link to Padlet is in the CHAT window.
Pre-Suppositions

• Negative: Didn’t we go over how to be consistent with classroom discipline
procedures?
Pre-Suppositions

procedures?
• Positive: As you planned your lesson, what did you hope for classroom student
behaviors?
Pre-Suppositions

procedures?
behaviors?
• Negative: Next period when you teach that again, are you actually going to assess the
kids?
Pre-Suppositions

procedures?
behaviors?
• Negative: Next period when you teach that again, are you actually going to assess the
kids?
• Positive: What can we do next period to be sure all students demonstrate mastery?
Pre-Suppositions

Pre-Suppositions
Negative Supposition Positive Supposition
Why are you going to teach that?
How do you plan to keep the kids
engaged during your lesson?

Pre-Suppositions
How much time did you spend
planning your lesson?
If you were to teach this lesson again,
would you want to assess students’
readiness?

Pre-Suppositions
I modeled this for you before in class,
so why did you choose to do it
differently?
Didn’t I tell you lesson plans are due a
week before you teach?

Stages of PST Development
Stages we might see when following a co-teaching model are:
o Observation
o Co-planning and Co-teaching with CT as lead
o Planning/Teaching for 1 on 1 / small group
o Planning/Teaching for lesson segments to the whole group
o Co-planning and Co-teaching with PST as lead
o Independent Planning and delivery of whole units
Poster Presentation – Synchronous Session 3
Examples of presentations

Review of Concepts
• We have practiced using ICF, Johari Window and language stems.
• You’ve practiced using these ideas in a data based conversation with
Aleeda.
• You planned and shared directions for an activity keeping
transparency in mind.
• The article, “Minding Your Language” gave you information about
presuppositions to think about as you considered statements that
could be made when giving feedback to your pre-service teacher

Teaching Vignettes
• Step 1:
o What are the issues?
o What developmental stage is the pre-service teacher?
o Where is the pre-service teacher in the Johari Window?
• Step 2:
o Identify the key issues of practice based on the TGAP. (TGAP link)
o Determine the developmental stage of the pre-service teacher. (Module 5 Participant Packet)
o Assess where the Pre-service teacher falls in the Johari Window. (Module 4 Participant Packet)
o Explore options and motivations. Think about what you would have done.
o Think about the clinical teacher’s decision points. Why did you, or the clinical teacher in the vignette, make that
decision?
o Point out misconceptions or assumptions.
o Establish the next steps to help move the teacher forward. You can refer to the Goal Setting Tool or the
Collaborative Reflection Log. (Links to these tools. Are in Google drive.)

Asynchronous Assignments
What topics will we be covering this week?
• Looking towards next week and our last session, you only have 2 tasks to complete.
• You and a partner will create a presentation on one of the developmental stages of pre-
service teachers Directions and suggestions can be found in Coursesites under Module 5
Asynchronous Activities.
• You and the same partner will also analyze a teaching vignette and be prepared to have a
final practice conversation with another pair during the final synchronous session.
Directions for this analysis are also in Coursesites under Module 5 Asynchronous Activities.
• Remember, if you have any questions, or concerns while working on these tasks, email
Rita or Matt and we will be ready to help you through

Thank you for attending our session!
Next session:
Tuesday morning, August 12th at 10 AM

Project ENRICH Year 2 Synchronous Session 2

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