Lead. inspire. teach. Welcome! iTeachAZ Co-Teaching & Professionalism

lead. inspire. teach.

Welcome!

iTeachAZ

Co-Teaching & Professionalism


Norms

• Listen carefully to one another

• Be respectful of others by valuing different perspectives

• Actively participate

• Silent cell phones

• Laptops and iPads will not be needed during today’s session


Logistics- Comments/Questions

+ ∆ ?


Objectives

• Describe the 6 co-teaching approaches and the benefits/disadvantages of each

• Describe the professionalism expectations of our teacher candidates


Word Splash


It’s All About Them!

Co-teaching is first and foremost an approach for meeting the educational needs of students with diverse learning abilities.

Cook & Friend, 1995


Key Features of Co-Teaching

• 1 Teacher Candidate per classroom• 1 mentor teacher for full year• On-going support from university faculty• Clearly defined expectations, with gradual

increase or responsibility for Teacher Candidate

• Designated planning time for co-teaching


Co-Teaching vs Traditional Model

• In today’s world of high stakes testing and accountability, the traditional model of student teaching (turning the classroom over to a teacher candidate) does not fully utilize the resources of all the people in the classroom

• The teacher candidate deserves the opportunity to work side-by-side with the lead teacher, learning from him or her every day, before entering the education profession

• Co-teaching offers teacher candidates the best instruction we can present. It also offers the teacher candidate extensive opportunities to find his or her own teaching style

• Highly effective teachers in today‘s classrooms recognize collaboration and communication as imperative to student academic success


Co-Teaching Approaches

• One Teaching, One Assisting

• One Teaching, One Observe

• Alternative Teaching

• Station Teaching

• Parallel Teaching

• Teaming


Read & Think

• Read the co-teaching approaches and examples.

• Think-how would this approach contribute to student learning?


Co-teaching Carousel


Station Teaching


Parallel


Alternative Teaching


Team Teaching


One Teach, One Assist


One Teach, One Observe


Which model???Which model???Which model???

Which model???1. Which model???

6. Which model???5. Which model???

3. Which model???

4. Which model???

Which model???

2. Which model???


Co-Teaching Expectations

• Mentor Teacher is still ultimately responsible for content, implementation, and management

• Mentor Teacher has final authority• So what does the teacher candidate do?

• Works collaboratively with the Mentor Teacher, using the co-teaching model, gradually moving into more complex co-teaching approaches

• Teacher candidates can begin engaging with students sooner


Minimum Expectations for Co-Teaching

Beginning Week 1

Beginning Week 3

Beginning Week 7

Beginning Week 11

• One Teach, One Observe

• One Teach, One Assist

*Mentor teaches, Teacher Candidate observes or assists

• Alternative Teaching• Station Teaching

*Continue previous strategies as appropriate

• Parallel Teaching

*Continue previous strategies as appropriate

• Team Teaching

*Continue previous strategies as appropriate.

• Orientation, partial responsibility for teaching some routines and content.

• Assume responsibility for small group on a regular basis.

• Assume responsibility for whole group occasionally.

• Continue responsibility for small group.

• Continue responsibility for whole group occasionally.

• (or class period for junior high).


Internal Summary


Objectives




Professionalism: Placemat Consensus

When you think of someone who is

very professional, what criteria led

you to that decision?

Consensus Elements

Write individually for 1 minute


Table Talk Consensus

• Discuss your answers in your groups

• Write your group’s definition of professionalism on your placemat

Definition


Professionalism

It is that quality which drives a person's appearance, personal and professional interactions, and which provides others with an impression.


Gallery Walk

Showing Professionalism

Growing and Developing Professionally

Maintaining Accurate Records

Home-School Communication


Professionalism Jigsaw

• Read the descriptors for your section of the rubric

• Discuss with your group:– Why does it matter?– What does it look like/not look like?– What does it sound like/not sound like?

• Create a summary to present to the group• Be ready to share


Showing Professionalism

A1. Relationships with others in the school and in the profession.

A2. Fulfilling professional responsibilities


Growing & Developing Professionally

B1. Content knowledge and pedagogical skill

B2. Continued professional growth


Maintaining Accurate Records

• C1. General record keeping

• C2. Student progress in learning


Home School Communication

D1. Communicates instructional program information to parents

D2. Communicates individual student performance to parents

D3. Advocacy/Resources for students


Game Time!

• I will read a scenario. With your group:– Identify which area of the

Professionalism Rubric is being violated.


Scenario 1

• A teacher candidate has had two absences in her Field Placement. On one occasion, she has not contacted the Site Coordinator in advance. Also, on both occasions, she has failed to provide her Mentor Teacher with the plans and materials she was responsible for that day. She has not turned in documentation of the absences in a timely manner.

Which area of the Professionalism Rubric is being violated?


Scenario 1- debrief

Attendance Policy

•Teacher Candidates are allowed to miss up to 2 days for each 8 week rotation

Professionalism Rubric: Section A, Part 2

•Violates the procedures for notifying mentors and site coordinators

•Fails to follow procedure for ensuring student learning is not disrupted.


Scenario 2

• A teacher candidate is not turning in his lesson plans to his mentor teacher 72 hours in advance. The mentor teacher is getting frustrated because she doesn’t have enough time to provide feedback and help prepare.



Scenario 2 Debrief

Professionalism Rubric: Section C, Part 1

•Does not meet deadlines


Scenario 3

A Teacher Candidate complains about having to attend a professional development that the district is having. While walking down the hallway, other teachers hear her say that the topics aren’t relevant to her and that she has more important things to do.



Scenario 3 Debrief

Professionalism Rubric: Section B, Part 1

•Belittles professional development activities


Scenario 4

A Teacher Candidate is not taking initiative in contributing lesson ideas or working with students. Unless the MT gives specific directions, the TC sits in the back of the room and passively ‘observes’ and surfs on her computer while the mentor teaches.



Scenario Debrief


•Fulfilling Professional Responsibilities – Follows school district and university policies

and practices with minimal guidance


Scenario 5

• After school, a parent comes to the classroom and wants to talk about her daughter’s performance. The mentor is not in the classroom so the Teacher Candidate decides to facilitate the conversation on her own.



Scenario Debrief

Professionalism Rubric: Section D, Part 1

•Communicating Instructional Program Information to Parents

– Communicates without knowledge and approval of Mentor Teacher.


Scenario 6

• A Teacher Candidate arrives at school right before the students and is not prepared to begin teaching when the bell rings.


Scenario Debrief


•Fulfilling Professional Responsibilities – Exhibits expected workplace behaviors,

avoiding tardiness, excessive or unwarranted absences


How Are Teacher Candidates Evaluated in

Professionalism?


Professionalism Evaluations

• Bi-weekly Progress Report: Gets sent out every two weeks from TK 20• Communication tool between mentor and site

coordinator • Coaching opportunity for mentor teacher

• After every Performance Assessment


Objectives



Documents

Lead. inspire. teach. Welcome! iTeachAZ Co-Teaching & Professionalism