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Supervising studentteachers
- 1. SUPERVISING STUDENT TEACHERS Dr. Ed Stewart Dr. Judith Briggs Dr. Colleen Brennan Illinois State University
- 2. Ed TPA On the Horizon
- 4. Two Very Different Experiences Micromanaging Coaching Abandonment Conversation Controlling Collaboration
- 5. The 3 Cs = Ideal + Coaching + Conversation + Collaboration ----------------------------- = Symbiotic Relationship
- 6. Lesson Planning = mapquesting • Student teachers are novices • They need to think it through • Develop their good habits & second nature • Shake out the bugs • Expect to see plans 3-4 days in advance of teaching
- 7. Modeling • One of the most helpful practices • Builds confidence • Alleviates performance anxiety • Grade out loud • Uncovers the mysteries • Helps students understand rationales/thoughts behind decisions
- 8. CT Communication & Feedback • “Good” feedback is: • Record of natural conversations • Documentation of students’ abilities to meet standards • Uses similar language as assessment rubric • Very helpful for completing assessments • Highly valuable for students’ development & teaching portfolio
- 9. What do you expect from a student teacher? What do you struggle with or worry about most as a mentor or when thinking of becoming a mentor?
- 10. THANK YOU! Dr. Ed Stewart eostewa@ilstu.edu Dr. Judith Briggs jabrigg@ilstu.edu Dr. Colleen Brennan ckbrenn@ilstu.edu
Editor's Notes
- Teacher Performance Assessment (Ed TPA)Stanford (Linda Darling-Hammond) and Pearsonstudents design an original unit of instruction with 3-5 lessons that they must teachuniversity supervisors can’t help with this at allvideo record their teaching and edit it into clips to compile with reflections, CT feedback and teaching materialsstudents upload all this into a Pearson facilitated digital assessment portalthey then answer questions about and reflect on their teaching practice citing their video clips and materials as evidenceeach students TPA is scored against a rubric by independent scorers not affiliated with ISUSimilar to National Board Certification proceduresSeveral issues are still in discussion with IDHE and ISUGoal is true performance-based assessmentISU to pilot test next year & report data in 2014-15
- What kind of cooperating teacher are you or do you think you’d be? Finding mistakes & holding feet to the fire?This isn't a test or a hazing ritual – it's abouthelping the students start to grow into teachersNo façades of power or mastery are necessaryOr are you a Peer Coach who acts collegially?What makes a good administrator makes a good cooperating teacher – not a boss, but a cheerleader who gives helpful feedback
- draw them out in reflection by asking them self-reflective questionsHow do you think things went?What do you think needs tweaking?Where do you think you struggled?give them many options and ideas for improving but let them choose the pathmake lots of suggestionscommiserate and share tips and tricksencourage experimentationremember they’re not youthis can lead to a truly symbiotic relationship because it opens doors for mutually enlightening conversation – there can be something in it for you too!
- We want students to do this using our extensive/obsessive template because they've never fully done taught beforeThey need to think this through fully on paper and imagine it happeningYou've done this for a long time and these details they're flushing out have just become second nature to you. Comprehensive lesson planning helps them develop theirgood habits and second natureAnd shake out the bugs
- Student teachers tell us they love to see teacher modeling. They do well when the CT teaches a lesson and then they can teach the following lesson, repeating some of what the CT does, especially at the elementary level. Include student teachers in grading tooMaybe use a rubric on a student project and talk through your thoughts or “think out loud” so students can hear your rational
- TimelyFrequentFocusedWrittenDiscuss exemplary Cooperating Teacher behavior here – like Linda Evanston, etc.