AGENDA Pairs Collaboration Workshop Mentor Teachers (a.k.a. Cooperating Teachers) & Student Teachers (STs) “Those having torches will pass them onto others” - Plato • Welcome: o Introductions o Goals • Cooperating Teacher-Student Teaching Collaboration o Considering individuals o Establishing expectations…communication, communication, communication • Effective Mentoring Roles, Approaches, and Strategies o Working definition of mentoring o Characteristics effective CT/ST relationships o Framework of 4 domains of support for student teachers • Instructional Coaching o Collaborative clinical mentoring model o Providing effective feedback o Gradual release mapping/planning • Co-Teaching o Co-teaching approaches and planning • Closing o Questions o Final Thoughts Office of Clinical Experiences & Partnerships School of Education, MSU Denver Dr. Megan Lawless, Director Justin Howe, Coordinator of Clinical Experiences & Licensure Rebecca Marques-Guerrero, Coordinator of Early Clinical Experiences Sandra Chaillet, OCEP Administrative Assistant www.msudenver.edu/ocep (303) 615-1555 [email protected]West Classroom, Suite 162
o Considering individuals o Establishing expectations…communication, communication, communication
• Effective Mentoring Roles, Approaches, and Strategies
o Working definition of mentoring o Characteristics effective CT/ST relationships o Framework of 4 domains of support for student teachers
• Instructional Coaching
o Collaborative clinical mentoring model o Providing effective feedback o Gradual release mapping/planning
• Co-Teaching
o Co-teaching approaches and planning
• Closing o Questions o Final Thoughts
Office of Clinical Experiences & Partnerships School of Education, MSU Denver Dr. Megan Lawless, Director Justin Howe, Coordinator of Clinical Experiences & Licensure Rebecca Marques-Guerrero, Coordinator of Early Clinical Experiences Sandra Chaillet, OCEP Administrative Assistant www.msudenver.edu/ocep (303) 615-1555 [email protected] West Classroom, Suite 162
1. Jot thoughts in each category on your own. 2. Talk with your partner about both of your ideas. 3. Identify next steps or additional parts of your plan, as needed.
What does it look like, sound like, and feel like to engage professionally in our shared space? Self:
Additional Ideas in Collaboration with Partner:
What is the Student Teacher doing when the Mentor Teacher is in the “lead teacher” role? Self:
Additional Ideas in Collaboration with Partner:
What is the Mentor Teacher doing when the Student Teacher is in the “lead teacher” role? Self:
Additional Ideas in Collaboration with Partner:
How do you communicate with your partner currently in ways that are working? What other structures or systems might be helpful in supporting your collaborative communication? Self:
Additional Ideas in Collaboration with Partner:
Other thoughts?
Physical Emotional Instructional Institutional
• Help arrange, organize,
and decorate the classroom.
• Give a tour of the building.
• Describe an average day at school.
• Explain administrative procedures.
• Help prepare for 1st day of school.
• Demonstrate how to use school technology tools.
• Explain the procedure for substitute plans.
• Identify and help prepare for students with special needs.
• Explain the district’s teacher evaluation system.
• Help initiate communication with parents.
• Engage in active and supportive listening.
• Conduct daily check-ins.
• Validate the teacher’s feelings.
• Send encouraging messages.
• Enlist support from other teachers, administrators, and staff members.
• Celebrate success.
• Establish consistent times and means to communicate with one another.
• Establish a common language of instruction.
• Use a scale/tool to
measure progress. • Help set appropriate
growth goals.
• Mentor up the scale.
• Give focused feedback.
• Analyze data and guide reflection.
• Provide opportunities to observe and discuss effective teaching.
• Explain the school culture.
• Help establish a support network.
• Provide further details and support around teacher evaluation process.
• Establish collaboration time with
appropriate colleagues.
• Share educational research.
• Help secure membership in educational organizations.
• Facilitate involvement in extracurricular activities.
Four Domains of Support: Physical, Emotional, Instructional & Institutional What Does Each Domain Look Like in Practice?
Physical Emotional Instructional Institutional
Renewed Planning: Participants determine next steps and cycle repeats with
next observation.
Establishing a “helping trusting” relationship. Becoming
acquainted, establishing roles and expectations, discussing learning
styles, reviewing preferred ways of communicating, and clarifying
mentoring relationship.
Planning Lessons and Units with the Teacher: Plans would
include clear objectives, anticipated problems, special learning circumstances, and
strategies for teaching the lesson or unit.
Conferencing to Review Classroom Events:
CT & Student Teacher (and possibly university
supervisor participates).
Planning for the Observation: CT and student teacher discuss
what will be observed during the lesson and how data will be
collected.
Planning for the Conference: Both CT and
and student teacher develop general plans to discuss
outcomes, classroom management, and the
teaching/learning process; follow-up may be strategies
outlined.
Analyzing Data for Important Patterns in the Teaching Process: CT and
student teacher independently analyze the
instruction.
Observing Instruction: CT watches the lesson and records
data on classroom events
A Collaborative
Clinical Mentoring
Model
(Bernhardt, O’Neill, & Tate, 2010)
BRAINSTORMING: CO-TEACHING APPROACHES
Subject Area/Grade
Level
Co-teaching
Approach
Lesson Topic Activity Description
Considerations (May include space, adaptations, differentiation, accommodations,
and student-specific needs)
One Teach,
One Observe
Preferred Focus of “Observation Tool”
What are important Look Fors, Listen Fors
& Ask Fors
One Teach, One Support
Parallel Alternative Station Team
What roles will we each play?
BRAINSTORMING: CO-TEACHING APPROACHES
Subject Area/Grade
Level
Co-teaching
Approach
Lesson Topic Activity Description
Considerations (May include space,
adaptations, differentiation, accommodations, and student-
specific needs)
One Teach, One Support
Parallel Alternative Station Team
What roles will we each play?
One Teach, One Support
Parallel Alternative Station Team
What roles will we each play?
High-Performance Mentoring Resources Articles
What New Teachers Need to Learn, Sharon Feiman-Nemser http://www.ascd.org/publications/educational-leadership/may03/vol60/num08/What-New-Teachers-Need-to-Learn.aspx The Role of Effective Mentors in Learning to Teach, Colleen M. Fairbanks, Debra Freedman and Courtney Kahn http://jte.sagepub.com/content/51/2/102.citation The Good Mentor, James B. Rowley http://www.ascd.org/publications/educational-leadership/may99/vol56/num08/The-Good-Mentor.aspx Secrets for Mentoring Novice Teachers, University of Florida Lastinger Center for Learning and the Foundation for Excellence in Education http://lastingercenter.com/wp-content/uploads/2011/06/Secrets-for-Mentoring-Novice-Teachers.pdf 10 Things to Know About Mentoring Student Teachers, Douglas B. Larkin http://www.researchgate.net/publication/272088195_Ten_Things_to_Know_About_Mentoring_Student_Teachers Mentoring Matters, Thomas M. Mcann http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1015-may2012/EJ1015Matters.pdf Helping Novices Learn to Teach: Lessons from an Exemplary Support Teacher, Sharon Feiman-Nemser http://education.msu.edu/NCRTL/PDFs/NCRTL/ResearchReports/Rr916.pdf Model Versus Mentor: Defining the Necessary Qualities of the Effective Cooperating Teacher, Wendy J. Glenn http://www.teqjournal.org/backvols/2006/33_1/12glenn.pdf Books The Mentor’s Guide: Facilitating Effective Learning Relationships, Lois J. Zachary Mentoring New Teachers, Hal Portner Being an Effective Mentor, Kathleen Feeney Jonson The Art of Coaching: Effective Strategies for School Transformation, Elena Aguilar Qualities of the High Performance Mentor Teacher, James Rowley
Directions: Use one of the following planning sheets as a guide to begin to map out your “gradual release of responsibility” in your student teaching classroom. Which planning sheet you use – the yellow, salmon, green, or blue – is based on the context of your placement:
• Yellow = Early Childhood, Elementary, or Special Education (single classroom) • Salmon = Secondary, K-12, or Special Education (multiple groups/classes/classrooms) • Green = 1st 8-weeks of two 8-week placements • Blue = 2nd 8-weeks of two 8-week placements
www.blank-calendar.com
JANUARY 2020 SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
