Daring Venture: Innovative Use of Clinical Placements and
Performance Assessments AACTE 65th Annual Meeting March 1, 2013
Orlando, FL
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Chico State University Maggie Payne Phyllis Fernland East
Carolina University Linda Patriarca Betty Beacham Georgia State
University Gwen Benson Susan Ogletree Ohio State University Sandra
Stroot Laquore Meadows University of Northern Iowa Dwight C. Watson
Mary Herring Participants
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Daring Venture: Innovative Use of Clinical Placements and
Performance Assessments Purpose - Present concrete, innovative
models created between IHEs and Pk-12 school districts to prepare
highly effective teachers. Provide the opportunity to engage with
grantees around key ideas to discuss how they might integrate these
into their programs. Goal - Through listening to the panel
discussion and engaging in interactive, round table dialogue,
session attendees will be able to gather information that will
assist them in crafting innovations in their programs.
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TQP Grant Purpose to improve student achievement By improving
what we know has the greatest effect on improving childrens
learning-- Effective Teaching
http://www2.ed.gov/programs/tqpartnership/applicant.html
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Daring Venture: Innovative Use of Clinical Placements and
Performance Assessments The Rural Teacher Residency Program
California State University, Chico
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Rural Teacher Residency 18-month program with 12-month
residency Completion of preliminary elementary or special education
credential and masters degree Cohorts of general and special
education residents placed in high-need rural schools
Co-Planning/Co-Teaching model Field-based assignments Strong
emphases on PLCs and RtI Focus on action research in rural school
classrooms
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Enhancing Clinical Practice Intense, full-time, yearlong
classroom experience Integration of content and pedagogy with
school- embedded practice Collaborative selection of mentors and
residents Simultaneous renewal of program, schools and mentors
Focuses on student achievement and classroom based inquiry
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Measuring Program Effectiveness Teaching Performance
Expectations (TPEs) Performance Assessment for California Teachers
(PACT) Field evaluations CSU Exit Survey CSU System-wide Evaluation
of First Year Teachers CSU Center for Teacher Quality (CTQ) Student
Achievement/Teacher Performance Study Qualitative Data and Faculty
Research
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C OLLEGE OF E DUCATION AT E AST C AROLINA Teacher Quality
Partnership at ECU Pathway to an Effective TeacherCo-Teaching
Internship Teacher Candidat e Intern 1 Intern 2 Clinical Teacher
Instructiona l Coach Principal Investigator: Dean Linda Patriarca
Program Director: Dr. Betty Beacham [email protected]
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D EFINING C O -T EACHING I NTERNSHIP Co-Teaching Internship:
What is Viewed as Innovative? CONCEPTUAL REFRAMING: 1.Planning and
assessment as important as instruction 1.Clinical teacher and
intern(s) focus on co-planning Dialogue around goals Activities to
reach goals Assessments to determine whether goals are met 1.Roles
and responsibilities more collaborative than supervisory
1.Apprenticeship model employed-not supervisory model 1.Focus on
K-12 students rather than on the student teacher
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E NHANCING C LINICAL P RACTICE Co-Teaching Internship: How Is
Clinical Practice Enhanced? INTERN: 1. Co-PlanningIntegral part of
the model 2. Using clear co-teaching strategies 3. Making
instructional formats explicit (shared) 4. Increasing time for
enhanced teaching practice throughout 15 weeks 5. Collaborating
roles in an environment with continuous dialogue about content,
students, and context CLINICAL TEACHER (SCHOOL): 1.
Co-teachingreduces class size ( 3 = 30, not 1 = 30), reduces
negative behavior, and increases student engagement and individual
attention 2. Dialoguing about planning, leading to better
conceptualized and articulated lessons 3. Enhancing student
achievement (St. Cloud data). (Since NC teacher evaluation now
includes student achievement, co-teaching is viewed as positive for
the teacher and school/district are more positive about taking
student teachers.) UNIVERSITY: 1. Reducing placement need and
increasing placement quality 2. Increasing more professional
development for smaller cadre of clinical teachers 3. Creating a
cadre of intern teacher leaders with common goals/processes
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P ROCESSES AND O UTCOMES Co-Teaching Internship: What are
Measures of Effectiveness-Processes and Outcomes? A.Nature of
Co-teaching Occurring [Co-Teaching Strategies Chart] 1.What is the
nature of co-teaching that is occurring? a.Number of co-taught
lessons b.Types of co-taught lessons c.Progression of type of
co-taught lessons 2.Does co-teaching occur more often in certain
subjects? B.Co-Teaching Experience [Co-Teaching Survey] 3.What are
the experiences of candidates in a 2:1 scenario as compared to
those in a 1:1 scenario? 4.What are teacher candidates opinions of
the co-teaching experience? C. Teaching Ability [Walkthrough form,
Progress Reports, TPA Score, Final Evaluation] 5. What differences
exist in the teaching ability of interns participating in
co-teaching and those not participating in co-teaching? D.
Dispositions [CSAT, Disposition Form] 6.Does co-teaching improve
pre-service teachers ability to collaborate? 7.Does co-teaching
affect pre-service teachers professional dispositions? E.
Development of Teacher Self-Identity [Semi-Structured Interview
Protocol] 8.Do the teacher self-identities of those involved in
co-teaching during their internship differ from those not involved
in co-teaching? F. Planning [Transcriptions from Recorded Planning
Sessions] 9.What does the planning look like in co-taught
classrooms? Does it differ from that occurring in traditional
internship classrooms? G.Follow-up of Graduates 10.K-12 Student
Achievement 11.Scores on the McRel Teacher Performance Appraisal
Instrument 12. Scores on the CLASS Lite
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Daring Venture: Innovative Use of Clinical Placements and
Performance Assessments Network for Enhancing Teacher Quality
(NET-Q) Georgia State University Urban and Rural Residency
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Quick Facts: Residency and Pre-Baccalaureate Urban and Rural 29
LEAs 1000+ Teachers Prepared Network for Enhancing Teacher Quality
NCTAF GBP
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Cohort Model Research Projects: Teacher Intern Professor Model
& Anchor Action Research Special Need Population Inclusion
Model Mentor-Resident Model Creating Professional Identities Most
Innovative Features
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Mentor-Resident Model Cross Career Learning Communities TLINC:
Addressing Teaching in Isolation Reciprocal Mentoring Online and
Face to Face Support Enhanced Clinical Practice
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Student Growth Teacher Growth Data from Technology Device Usage
of Professional Growth Plans TIP/AAR Measuring Effectiveness
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Project A*S*P*I*R*E Apprenticeships Supported by Partnerships
for Innovation and Reform in Education The Ohio State University
Dr. Sandra A. Stroot, Professor, PI Dr. Laquore Meadows, Project
Director
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Co-Planning Co-Teaching Co-Planning Making better tasks. Asking
better questions. Soliciting student thinking. Finding evidence of
learning. Co-Teaching Mentor and Intern working together to set the
task. Circulating the room to find evidence of learning. Collecting
artifacts of student work.
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Co-Assessing Assess for learning How do we assess for learning?
(Identify evidence of student learning) How do we document the
evidence of learning that occurred (or didnt occur)? How do we
widen the our lens about what counts for learning?
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Reflect on the Process Bring this experience beyond the
episodic How do we apply our understanding about teaching/learning
to new situations? How do we document evidence of growth in our
apprenticeship model of developing problem-solving urban
educators?
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University of Northern Iowa Iowa Teacher Quality Partnership
Grant Define and integrate emerging attributes of effective
teaching into in-service and pre-service programs Integrate
attributes of effective teaching evaluation process into
pre-service; K-12 induction/mentoring; evaluator training programs
o Supported by statewide integrated technology platform Expand
connectivity and clinical placements UNI Co-Primary Investigators
Mary Herring Nadene Davidson UNI Project Manager Leasha Henriksen
Iowa TQP Project Manager Mary-Beth Schoeder-Fracek
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Innovation: Immersive Clinical Practice Experiencing the
Community o Recruiting/Retaining o Signature Community Event o
Welcomed to School/Town o Valued as a Professional
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Enhanced Clinical Practice Week Long o Connected Lessons o
Understand Role of Teacher Maximized Teaching Time o Pre-planning
conversations o Connection with LEA students prior to
experience
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Measure of Effectiveness Our Questions: 1. What contributes to
effective teaching? 2. How are we impacting education in a rural
setting? Measures: Reflective Conversation o Video Recording o Just
In Time Access o Guiding Questions Online Evaluation Rubric o Just
In Time Access
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Roundtable Discussions Discussion Questions: 1. What education
reform initiative is being embraced at your college or university?
2. What are ways in which your college or university measure
candidate effectiveness? 3. What are ways in which your college or
university can enhance clinical practice? 4. Senate Bill 3582,
Educator Quality Enhancement, recommends a residency after
completing their degree before receiving licensure. The bill calls
for connectivity with graduates during this induction/residency
period. If passed, how will this affect your program?
