Mentor Teacher Training Austin Peay State University Spring 2013 Semester

Mentor Teacher Training

Austin Peay State UniversitySpring 2013 Semester

The Student Teaching Triad

University Supervisor

Mentor Teacher

TeacherCandidate

What role does each person play?

Communication

Welcome Your Student Teacher

O Introduce him to fellow teachers, administrators, and students

O Introduction letter to parents

O Map of buildingO Location of adult

restroomsO School spirit items

Be ClassyO Class listsO Class

schedule/calendarO Class rulesO Class procedures

and proceduresO Class drillsO Class grading

policies

Start Off On the Right Foot

O What time to arrive/leave

O Faculty meetingsO Planning – as a

team? Individually? Co-Planning? Due?

Make It WorkO Share ideas and

materialsO Model effective

teaching strategies and professional behavior

O Be flexible – let the student teacher try new ideas

Make It WorkO Communicate

expectationsO Be encouragingO Be understanding

and patientO Maintain

consistency and accountability

EvaluationsO 3 formative

evaluationsO 1 summative

evaluationO Should see growthO Communication is

importantO Signed by student –

give to Supervisor at end of placement

Talk It Out

Conference with teacher candidate:O“How would you assess your lesson?”O“What could you have done to improve the

lesson?”O“How could you have handled that

situation differently?”O“How are you preparing for tomorrow?”O“How may I help you?”O“This is what I need you to know or do….”

University SupervisorO Visits the first week for introductions,

distribute materials, and schedule evaluations

O Completes 3 formative evaluations and 1 summative

O Serves as a liaison between mentor teacher and APSU

O Gives encouragement, suggestions, and advice to mentor teacher and student teacher

The Student TeacherO Weekly seminar

attendanceO Submit weekly

reflections to Supervisor

O Complete edTPA during 1st placement

O Attend school-related meetings

The Student TeacherO May substitute 5

days during the 2 placements

O Must complete lesson plans – may be co-planned

O Should be professionally dressed

O Should be punctual

CommunicationO University Mentor

O Office of Clinical Teaching

O Be positive, but be honestO We want to help if

there is a problem

PaperworkO Use the postage-paid

envelope - return I-9 for stipend, data sheet and Supervisor evaluation

O Theresa Dezellem - 931.221.7441 or [email protected]

Co-Teaching

Co-Teaching

Defined as two teachers (mentor teacher and student teacher) working together with groups of students - sharing the planning, organization, delivery and assessment of instruction as well as the physical space.

Both teachers are actively involved and engaged

in all aspects of instructionCopyright 2011, St. Cloud State University,

Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

Why Co-Teach?

Reduce student/teacher ratio

Diversity and size of today’s classrooms

Enhance classroom management

Copyright 2011, St. Cloud State University,Research Funded by a US Department of Education, Teacher Quality Enhancement

Grant

Why Co-Teach?

Greater student participation and engagement

Increase instructional options for all students

Enhanced collaboration skills


Grant

Co-Teaching Findings

Reading Proficiency

Co-Teaching Candidate

(N=318)

One Teacher (N=934)

Non Co-Teaching Candidate

(N=101)

0

20

40

60

80

10082.1

75.7

65.3

MCA Reading Proficiency2004-2005

Per

cen

t o

f S

tud

ents

Co-Teach-ing Can-didate

(N=484)

One Teacher (N=1597)


0

20

40

60

80

100

78.7 73.5

65

MCA Reading Proficiency2005-2006

Pe

rce

nt

of

Stu

de

nts

χ² (2 df, N=1353) = 12.79, p = .002 χ² (2 df, N=2241) = 12.54, p = 002


Grant

Math Proficiency

Co-Teach-ing Can-didate

(N=317)

One Teacher (N=927)

Non Co-Teaching Candidate (N=105)

0

20

40

60

80

10082.3

75.870.5

MCA Math Proficiency2004-2005

Pe

rce

nt

of

Stu

de

nts

Co-Teaching Candidate

(N=524)

One Teacher (N=1660)


(N=171)

0

20

40

60

80

100

68.964.7

57.9

MCA Math Proficiency2005-2006

Per

cen

t o

f S

tud

ents

χ² (2 df, N=1349) = 8.31, p=.016χ² (2 df, N=2355) = 7.35, p=.025


Grant

7-12 SurveyCumulative Data 2004-2008

(N=1,686)

No Benefits

More in-depth knowledge

Better discussions

More energy between teachers

Assignments graded & returned faster

More creative lessons

Teachers build off each other

Get 2 perspectives

More indiv attention

Different styles of teaching

More help with questions

0 10 20 30 40 50 60 70 80 90 100

4

43.1

45

46.1

50.9

51.2

60.3

65.8

66.4

68.9

79.7

Percent of Responses


Grant

Benefits To Student Teachers

Improved classroom management skills (95.5%)

Increased collaboration skills (94.9%)

More teaching time (94.6%)

Increased confidence (89.9%)

Deeper understanding of the curriculum through co-planning (89.1%)

More opportunities to ask questions and reflect (88.6%)


Grant

Benefits to Student Teachers

Being seen as a “real” teacher

Equal partnership

Sharing resources

Mutual support and learning


Grant

Benefits to Mentor Teachers

Ability to reach more students, particularly those withhigh needs (93.5%)

Better relationship with their teacher candidate (91%)

Experienced professional growth (89.2%)

Enhanced energy for teaching (87.8%)

Hosting a candidate without giving up my classroom (87.1%)

Teacher candidate had a better experience than they would have through with a traditional model (81.7%)


Grant

Benefits to Mentor Teachers

Ability to do projects more successfully

Class time is more productive

Modeling and participating in teamwork

Candidates become competent more quickly


Grant

Creating an Environment for Co-Teaching

Co-Teaching Strategies

O One Teach, One ObserveO One Teach, One AssistO Station TeachingO Parallel TeachingO Supplemental TeachingO Alternative (Differentiated) TeachingO Team Teaching


Grant

Co-Teaching is not simply dividing the tasks and responsibilities between two

people.

Co-Teaching is an attitude an attitude of sharing theclassroom and students.

Co-Teachers must always be thinking

We’re Both Teaching!


Grant

One Teach, One Observe

One teacher has primary instructional responsibility while the other gathers specific observational

information on students or the (instructing) teacher.


Grant

One Teach, One Assist

One teacher has primary instructional responsibility while the other assists students’ with their work, monitors behaviors, or corrects

assignments.


Grant

Station Teaching

The co-teaching pair divide the instructional content into parts.Each teacher instructs one of

the groups, groups then rotateor spend a designated amount

of time at each station.


Grant

Parallel Teaching

In this approach, each teacher instructs half the students. The two teachers are addressing the

same instructional material using the same teaching strategies.


Grant

Supplemental Teaching

This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need

the information and/or materials extended or

remediated.Copyright 2011, St. Cloud State University,

Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

Alternative or Differentiated Teaching

Alternative teaching strategies provide two different approaches to

teaching the same information. The learning outcome is the same

for all students however the avenue for getting there is different.


Grant

Team Teaching

Well planned, team taught lessons, exhibit an invisible flow of instruction

with no prescribed division of authority. Both teachers are actively involved in

the lesson. From a student’s perspective, there is no clearly defined

leader, as both teachers share the instruction, are free to interject

information, and available to assist students and answer questions.


Grant

Hierarchy????

OTeam TeachingOAlternative or Differentiated TeachingOSupplemental/Extended TeachingOParallel TeachingOStation TeachingOOne Teach, One AssistOOne Teach, One Observe


Grant

Implementation

Team Teaching

Parallel Teaching

Station Teaching

OneTeach, OneAssist


Grant

Sharing Responsibilities

MentorTeacher

Student Teacher


Grant

Planning

TeachingAssessment

Sharing PlanningThe Teacher Candidate and Cooperating Teacher

will share:

What content to teach What co-teaching strategies to use Who will lead different parts of the

lesson How to assess student learning Materials and resources


Grant

Sharing Instruction

While Co-Teaching, the Student Teacher

and Mentor Teacher will: Share leadership in the classroom Work with all students Use a variety of co-teaching approaches Be seen as equal partners Manage the classroom together Make changes as needed during a lesson


Grant

Sharing Assessment

While Co-Assessing, the Student Teacher

and Mentor Teacher will:

Both participate in the assessment of the students

Share the workload of daily gradingProvide formative and summative

assessment of studentsJointly determine grades


Grant

What does this look like…

Student Teachers will be expected to:

Contribute ideas from the very beginning of the experience

Engage with students assisting with their learning from the very first day

Be expected to take on full leadership in all 3 areas (planning, instruction & assessment)

Demonstrate competencies as a teacher Have opportunities to teach alone


Grant

Summing It Up…

Co-Teaching requires the Student Teacher and Mentor Teacher to

build a strong relationship so they can collaboratively plan, teach and

assess the students in their classroom.


Grant

edTPA – Teaching Performance Assessment

• Create a body of evidence of teacher performance (pre-service)

• Contribute evidence for licensure decisions

• Measure a candidate’s readiness for licensure

• Provide a consistent measure across teacher preparation programs

• Support candidate learning• Improve information base for

accreditation

Goals of edTPA

Pre-service assessments of teaching (for licensure, program requirements, etc.) should • allow us to predict reasonably well

how effective teachers will be in enabling students to learn important subject matter

• make teachers and teacher preparation better

Core Premise

Task 1 – What to do

OContextual ContextOSelect learning segmentOSelect central focus and key

language demandOCreate instruction and

assessment planORespond to commentary

prompts

Task 1 – What to submit

O Context for learningO Lesson plans

O instructional materialsO assessment tools/procedures and

criteriaO must know about 504s, IEPs, ELLs,

etc

Planning Commentary

Task 2 – What to doOCollect permission forms for video-

recordingOReview lessons where students are

engagedOSubmit 1-2 video clips ORespond to commentary prompts

Task 2 – What to submitOVideo ClipOInstruction Commentary

Task 3 – what to doO Analyze class performanceO Identify 3 student work samples that illustrate

student understandingO Select and analyze the learning of 2 focus

studentsO Respond to commentary promptsO Identify next steps

Task 3 – what to submitO Student work samplesO Evidence of feedbackO Assessment commentary

Task 4 – What to doO Explain what was learned by candidateO What could be done differentlyO Explain how changes would improve students’

learning

Task 4 – What to submitO Analyzing teaching commentary

Contact InformationO Dr. Lisa Barron, Coordinator of

Clinical TeachingO Office phone 931.221.7190O Cell phone 615.519.0954O Email [email protected]

Theresa Dezellem, Administrative Assistant

Office phone 931.221.7441Email [email protected]

Documents

Mentor Teacher Training Austin Peay State University Spring 2013 Semester