Transcript Student Teachers in the Reflective Practice of Cooperating Teachers

Student Teachers in the
Reflective Practice of
Cooperating Teachers and
the Connection to High
Stakes Testing
Vince Laverick
[email protected]
March 5, 2015
OCTEO Conference
Why the topic?
Informal conversations with cooperating
teachers
 All but one said they were no longer
taking student teachers- 5 of 6

Problem?
OTES
 Cooperating teachers did not want
personal evaluation affected by student
teacher.

So…

Student teachers had to offer some
benefit to cooperating teachers beyond
intrinsic.
Seems like a problem

“The student teacher experience has
been identified as one of the most
influential factors in preparing beginning
teachers” (Hertzog & O’Rode, 2011).
Reflection Theory Used
“...a meaning-making process that moves a learner
from one experience into the next with deeper
understanding of its relationships with and
connections to other experiences and ideas.”
 “…a systematic, rigorous, disciplined way of
thinking, with its roots in scientific inquiry.”
 “…needs to happen in community, in interaction
with others.”
 “…requires attitudes that value the personal and
intellectual growth of oneself and of others.”
(Rodgers, 2002, p.845)

So, I thought of the Reflective
Benefit

“Even with all of the benefits of and
importance placed on reflection, there are
still several barriers that teachers face
when they try to reflect on their teaching.
Teachers are often isolated, the only adult
in a room with twenty or thirty or more
children” (Morgret, n.d.)
Matches My Research
Cooperating teachers indicated they
reflect 1-3 times with other educators
per day
 Median time indicated was 2-5 minutes in
total

However,…

Qualitative data indicated:
◦ All defined reflection as a personal activity
 “Reflection is looking back at your lesson/unit and
deciding what went well and what could use more
work for improvement.”
 “After a lesson reflection is an evaluation of what
worked and what did not. What should be
enhanced and what should be fixed.”
Disconnect
Lacks two items of community and
improving self/others
 Not enough time to effectively reflect in
K-12 classroom

Connection to Test Scores

Collaboration between educators and
time for reflection has shown a direct
increase in test scores (Hargreaves &
Shirley, 2012)
Student Teachers Fill the Void

Satisfies areas for reflection to occur with
healthy student teacher/cooperating
teacher relationship
Missing Data
Currently, no data on this area with
current PARCC test in Ohio
 Will need to be addressed

◦ Does a teacher’s test results go down when a
student teacher is present?
Sources
Hargreaves, A., & Shirley, D. (2012). The global fourth
way: The quest for educational excellence. Thousand
Oaks, CA: Corwin.
 Hertzog, H.S. & O’Rode, N.O. (2011). Improving the
quality of elementary mathematics student teaching:
Using field support materials to develop reflective
practice in student teachers. Teacher Education
Quarterly,38(3), 89-111.
 Morgret, K. (n.d.). Developing an online community
for preservice and inservice teachers. Online Learning.
 Rodgers, C. (2002). Defining reflection: Another look
at John Dewey and reflective thinking. Teachers
College Record, 104(4), 842-866.

Questions?