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Orientation Day 2Sign In & Sit with Your Subject Area Colleagues

Single Subject ProgramAugust 2015

http://www.csusmsinglesubjectprogram.weebly.com

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TUESDAY SCHEDULE

1. Community Building – Name Story w/ Subject Area Colleagues2. Get to Know You Survey Results3. Clinical Practice Info – Julie4. Co-TeachingLunch5. Registration Info6. Forms – Handbook, Risk, Privacy…7. Community Building Lesson Design

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Tell the story of your name1. Meet with your subject area colleagues2. Share a story about your name. Here are some ideas to choose from: a. Share how your name was chosen. b. Share a story about your first or last name. c. Share a story about your nickname. d. Share a story about how your name was misunderstood. e. Share if you could change your name what would it be & why.

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Survey Results

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Clinical Practice• Have 1 person contact your School Site Liaison• Attend the faculty days at school site• Complete Nuptial Conversation• Begin to complete your Class Profile• Review Professional Dispositions

California State University San Marcos

Single Subject Credential Program

Co-Teaching in Clinical Practice Training

Our Aim

• Because teaching today is increasingly complex in a constantly changing digital, discovery, and political environment, our aim is to prepare the most effective teachers who can help to ensure access to learning, including college and career readiness, for all students.

• To achieve this aim, we prepare teachers in a collaborative and supportive environment that helps them learn to navigate the complexities of the education profession.

Current State of Teaching

• High stakes• Public accountability• Public scrutiny• Common Core• Technology• Increased Complexity

Design of the Single Subject Program for Teaching in the 21st Century

Focus on :clinical practice

digital age teachers and learnerscultural competence

social justice

Focus on Clinical Practice

• (NCATE) 2010 report, Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers

• “To prepare effective teachers for 21st century classrooms… to shift away from a norm which emphasizes academic preparation and coursework loosely linked to school-based experiences… and to move to programs that are fully grounded in clinical practice and interwoven with academic content and professional courses.”

Program Organization to Focus on Clinical Practice

Traditional Model Current ModelCoursework frontloaded

Traditional clinical practice at the end of the program

Follows university calendar

16 weeks coursework Mondays

Co-teaching in clinical practice throughout the program T-F(includes some solo teaching)

Follows school calendar

Focus on Digital Age Teachers and Learners

Grown Up DigitalTapscott (2009)

Broadcast Learning Interactive Learning

Teacher centeredIndividualisticTraditional delivery

Learner-centeredCollaborative Constructivist

Focus on Social Justice

• Differentiation• English Learners• Special Needs students• Equity and Access

Lee Shulman’s Table of Learning (2003)

• Engagement and Motivation• Knowledge and Understanding• Performance and Action• Reflection and Critique• Judgment and Design• Commitment and Identity

Co-Teaching in Clinical Practice

What is Co-teaching?

Villa, Thousand, and Nevin (2013)

Co-teaching is two or more people (i.e., cooperating teacher and credential candidate) sharing responsibility in planning for, teaching, and assessing the students assigned to them for instruction. In a co-teaching clinical practice approach, a cooperating teacher and credential candidate have an ongoing partnership in planning for and practicing four co-teaching approaches to collaboratively teach all students throughout the clinical experience

Why co-teach in clinical practice?1. Improved student achievement…..the stakes are high2. Improved teacher preparation….scaffolding and training the

brains of beginning teachers3. Collaboration (PLC) is crucial to the changing culture of

education…isolation is not the most effective process in a constantly changing environment

4. Increased confidence and competence building to solo teaching.

Themes from CSUSM co-teaching pilot research

• Results are from small focus group interviews with a total of 30 teacher candidates and 41 cooperating teachers.

• Increased Teacher Candidate competence • Increased Teacher Candidate confidence• Increased opportunities for Teacher Candidate and

Cooperating Teacher to actively participate and contribute

• Overall, stronger teaching to support student learning• Increased ability to differentiate

ST. Cloud State University

• Co-taught classrooms, 65% of students eligible for free and reduced lunch and 74% of students eligible for special education achieved proficiency in reading as compared to 53% in classrooms with no student teacher or ones without co-teaching being practiced in clinical practice.

• For English learners, nearly 45% achieved proficiency vs. 26 – 31% in comparison classrooms without co-teaching. Comparable gains were found in math proficiency results as well.

Four Approaches to co-teaching

Supportive Parallel ComplementaryTeam Co-Teaching

Supportive

• Supportive co-teaching is when one teacher takes the lead instructional role and the other(s) rotates among the students providing support.

• The co-teacher(s) taking the supportive role watches or listens as students work together, stepping in to provide one-to-one tutorial assistance when necessary while the other co-teacher continues to direct the lesson.

• Teachers new to co-teaching or who are short of planning time often begin with this approach.

Complementary

• Complementary co-teaching is when co-teachers do something to enhance the instruction provided by the other co-teacher(s)

• As co-teachers gain in their confidence and acquire knowledge and skills from one another, complementary co-teaching become a preferred approach.

Parallel

• Parallel co-teaching is when two or more people work with different groups of students in different sections of the classroom.

• Co-teachers may rotate among the groups; and, sometimes there may be one group of students that works without a co-teacher for at least part of the time.

• Key to parallel co-teaching is that each co-teacher eventually works with every student in the class.

Team Co-Teaching

• Team co-teaching is when two or more people do what the traditional teacher has always done – plan, teach, assess, and assume responsibility for all of the students in the classroom.

• Team co-teachers share leadership and responsibility. Team co-teachers share lessons in ways that allow students to experience each teacher’s expertise.

• In team co-teaching, co-teachers simultaneously deliver lessons and are comfortable alternately taking the lead and being the supporter.

• The test of a successful team teaching partnership is that the students view each teacher as equally knowledgeable and credible.

Prepare for a good experience

• Pre-Nuptial Conversation Issues for Discussion and Planning

• Clinical Practice Timeline for Primary Teaching• Time Commitment necessary for co-planning and

reflection conversations

• Recursive Nature of Teaching (University Supervisor has a planning observation and teaching/reflection observations and debriefs)

Challenges of Co-teaching• Planning Time – Co-teaching necessarily involves more time for planning together.

While building a working relationship, both teachers need time to voice their thoughts and ask one another questions to be sure the lesson preparation and delivery go smoothly.

• Reflection Time - Since teaching is a recursive process – planning, delivery, reflection -- discussions of assessment and reflection are usually threaded throughout the planning conversations. However, once a routine and pattern emerge, the planning time usually is reduced.

• Preparation for Individual Teaching – For Co-teaching in Clinical Practice, there is a gradual shift of lead responsibility for the planning from the Cooperating Teacher to the Teacher Candidate. In addition, the Teacher Candidate can do a few days or even a couple of weeks of solo teaching.

• Sharing Control – For some teachers, the idea of not being in complete control is a foreign notion. After all, one teacher per classroom most of the time is certainly the norm. For teachers who have difficulty relinquishing control, co-teaching is not likely a good option.

Additional Themes from CSUSM co-teaching pilot research

• Co-teaching requires a high level of communication and interaction between cooperating teachers and teacher candidates.

• Co-teaching means figuring out together how to apply co-teaching approaches and how to be teachers together.

• Co-teaching requires ongoing planning together, regardless of who is taking the lead.

• Co-teaching creates a better learning experience for students.

Co-Teaching Community Moodle

• http://www.csusm.edu/education/

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LESSON WORKSHOPObjective: After seeing two other lesson plans modeled, teacher candidates will be able to create a community building lesson plan to use the first week in clinical practice.

1. Partner up with a colleague2. Peer review lesson plan draft3. Provide feedback & suggestions for improvement4. Complete lesson plan

* TICKET OUT THE DOOR: 1 approved lesson planYou must have a faculty member review your lesson plans and sign off for approval.

QUESTIONS?