This document summarizes an online training session for clinical teachers and OSTEs. It includes an agenda for the session which covers topics like building trusting relationships, formative assessment, and the I,C,F framework. Participants are divided into discussion groups. Trust is discussed as having three key elements: sincerity, competence, and reliability. Participants also discuss case studies from different character perspectives. They are instructed to complete asynchronous work by certain deadlines, which covers topics like professional standards and coaching conversations.

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

2. Rita Jennings
Project ENRICH Academic Coach
rbjenni2@uncg.edu
Christina O’Connor
Project Director
ckoconno@uncg.edu

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

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

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

6. • 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

7. • Using the CHAT window
o You can chat with the whole group, individuals, and the moderators (Rita and
Christina)
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

8. • Using the CHAT window
o You can chat with the whole group, individuals, and the moderators (Rita and
Christina)
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

9. Cassie Miller Pelzetta Perry Tiara Sellers Diane Renner
Christina O’Connor Katie Rocquemore Monica Clark-
Franceschini
Lindsay Russell
Brooke Barham Lorie Dietz Sarah Gerdes Rita Jennings
Shawna Daniels-Ash Jennifer Klason Angela Aguigui Brian Murphy

10. Teacher Candidate Voices Video
Describe the teacher you hope to become…

11. Padlet Activity

12. Outcomes for Module 1
By the conclusion of this professional development, participants
will be able to:

13. Outcomes for Module 1
By the conclusion of this professional development, participants
will be able to:
• Support professional growth environments for pre-service teachers grounded in the
norms of inquiry, formative assessment, and problem-solving

14. Outcomes for Module 1
By the conclusion of this professional development, participants
will be able to:
• Support professional growth environments for pre-service teachers grounded in the
norms of inquiry, formative assessment, and problem-solving
• Recognize and practice the attitudes, language, behaviors, and skills of effective
clinical teachers

15. Outcomes for Module 1
By the conclusion of this professional development, participants
will be able to:
• Support professional growth environments for pre-service teachers grounded in the
norms of inquiry, formative assessment, and problem-solving
• Recognize and practice the attitudes, language, behaviors, and skills of effective
clinical teachers
• Identify needs of pre-service teachers and modify support in response to those
assessed needs

16. Outcomes for Module 1
By the conclusion of this professional development, participants
will be able to:
• Support professional growth environments for pre-service teachers grounded in the
norms of inquiry, formative assessment, and problem-solving
• Recognize and practice the attitudes, language, behaviors, and skills of effective
clinical teachers
• Identify needs of pre-service teachers and modify support in response to those
assessed needs
• Apply professional teaching standards and selected tools that foster the integration of
formative assessment and support

17. Agenda for Module 1
• Welcome – Connect and Overview, Norms and chart of synonyms
• Orientation to Role
• Building a Trusting Relationship
• I, C, F Framework
• Professional Teaching Standards
• Formative Assessment
• Sample Conversation

18. Agenda for Module 1
• Welcome – Connect and Overview, Norms and chart of synonyms
• Orientation to Role
• Building a Trusting Relationship
• I, C, F Framework
• Professional Teaching Standards
• Formative Assessment
• Sample Conversation
Synchronous Session
Asynchronous Work

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

20. 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

21. 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 safety to share different perspective

22. 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

23. Discussion Groups
• Group 4
• Katie Rocquemore
• Monica Clark-Franceschini
• Angela Aguigui
• Group 5
• Brian Murphy
• Lorie Dietz
• Shawna Daniels-Ash
• Group 1
• Brooke Barham
• Sarah Gerdes
• Jennifer Klason
• Group 2
• Tiara Sellers
• Diane Renner
• Pelzetta Perry
• Group 3
• Cassie Miller
• Lindsay Russell
Discussion groups for today and for asynchronous discussion for whole course

24. What does it mean to be a clinical
teacher in partnership with UNCG?
When you are placed in the breakout room, we ask you to assign roles to your
group:
• Facilitator – Keep the discussion moving
• Recorder – Records the responses on the whiteboard
• Reporter – Share some of the responses to the main group

25. What does it mean to be a clinical
teacher in partnership with UNCG?

27. Why do we need Quality
Pre-Service Teacher Support?
• Increase student learning, especially among traditionally
underserved student populations
• Improve teaching performance
• Create new professional norms of collaboration and life-
long learning

28. Building a Trusting Relationship
• In your group break-out rooms, discuss the following two
questions. We will come back together and share your
thoughts.
o What is trust?
o How do you build trust?
Be mindful of the timer at the top of the screen.

29. Trust
Essential Elements
Richard Echeverria – The Art of Ontological Coaching
(1993)

30. Trust
• Trust is an assessment made by one person of another
based on the following three factors
o Sincerity
o Competence
o Reliability

31. Sincerity
• Sincerity can be affected if the coach is acting to advance
his or her own agenda or is responding to his or her power
needs
o Is there congruence between what one says and how one acts?
o Are the goals mutually agreed upon?
o Whose agenda drives the relationship?

32. Competence
• Competence does not only relate to professional
knowledge but also to coaching knowledge.
o Does the coach have the competence to help?
o Does the coach have some expertise that can advance the
teacher?
o Does the coach have more knowledge?
o Is the person a good coach?

33. Reliability
• Reliability crosses over into time, materials and actions.
o Does the coach fulfill promises?
o Does he/she arrive on time?
o Do they carry out agreements in a timely fashion?
o Do they consistently trying to support and advance the teacher’s
success?

34. Let Me Be Myself
Norms for Case Discussion
• There are no right or wrong answers to the questions posed
• It is okay to disagree, but do so respectfully
• Everyone should try to contribute equally to the discussion and no one
person should dominate
• Honesty is important, and no one should shy away from bringing up an
issue just because it might be controversial
• It is okay not to come to consensus or complete closure at the end of the
discussion

35. Let Me Be Myself
In your group, number off 1, 2, 3
1’s: read for David’s perspective
2’s: read for Mrs. Williams’ perspective
3’s: read for Dr. Eller’s perspective
• What factors might be interfering with your character having a trusting
relationship with the other characters?
• What could your character have done differently?
• From your character’s perspective, what could the other characters have done
differently?
• Discuss as a group, sharing each character’s perspective. 1 minute each.

36. Asynchronous Work
• What topics will we be covering this week?
• Let’s take a web tour of Asynchronous activities
• Due Dates for assignments
o Check the Coursesites calendar for upcoming due dates
o By Wednesday, January 14th – complete up to Why Use Professional
Standards?
o By Monday, January 19th – complete up to A Coaching Conversation
After today’s session, explore Module Week 1
so you can plan your time accordingly.