How the Facilitation of Clinical Experiences Impacts the Host Teacher

and What This Means for the edTPA Candidate

Kelly Land, Ed.D.Susan Turpin, Ph.D.Piedmont College

SIGNIFICANCE

Click icon to add pictureThe belief that all genuine education

comes about through

experience does not mean all experiences are genuine or

equally educative.

- John Dewey

Timeliness of the Topic

The Cooperati

ng Teacher

Reforms

Longer & More Frequent Clinical

Experiences

Outputs vs. Inputs

Research

Most Influential

Position is the Least

Understood

Theoretical Framework Dewey Piaget

Vygotsky

CT-AShif

ts in

Control/Autonomy

• "I believe that the homeroom teacher must maintain full control and authority overall.  I would not feel comfortable with the student teacher making significant decisions."

Professiona

l Impact

• “I do feel like I had less time to have my hands in the preparedness of my students, but I equate that to the fear of the unknown.”

CT-B

"I think that the problem is that we [cooperating teachers] will be held responsible no matter what. So I am going to teach my kids."

CT-C

"We cannot sacrifice our students to somebody who might not have the experience yet."

CT-DShif

ts in

Control/Autonomy

• “I think the best success comes from real life situations and just being THE teacher. Letting her be. She's in charge. Whatever she says goes. “

Persona

l Impact

• “Being passive is hard. It's not fun and I do not enjoy it because it makes me really mad. “

How do shifts in autonomy affect the cooperating teacher?

An Erroneous AssumptionDewey’s Theory of Experience

Vygotsky’s Theory on Scaffolding

Bandura’s Theory on Self-Efficacy

How does this impact edTPA Candidates?

Miscommunication

Insufficient Collaboration

Conflicting Goals

How are cooperating teachers impacted as practitioners?

Affective DomainPsychomotorDomain

Cognitive Domain

How are Intern Teachers Impacted as edTPA Candidates?

Affective DomainPsychomotorDomain

Cognitive Domain

Overall Impact

Task 1

•Lack of decision making experience•Inability to plan effectively due to lack of control

Task 2

•Ineffective instructional practices•Inability to justify instructional practices•Strained learning environment

Task 3

•Inability to plan for, select, and implement authentic assessments

•Inability to provide effective feedback

Implications for Future Practice

Co-teaching and Collaboration Training for Members of the Clinical Triad

Strengthened Selection Criteria for Cooperating Teachers

Clear and Concise Job Description for Cooperating Teachers including edTPA Responsibilities

edTPA training including TKES crosswalk for Cooperating Teachers and Schools

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