Transcript Mentor Teacher Webinar - WSU College of Education

MENTOR
TEACHER
WEBINAR
Maria Moscatelli, WSUTC
[email protected]
Christine Sodorff, WSU Pullman
[email protected]
AREAS OF FOCUS
Student Teaching Overview
edTPA
Co-Teaching
Mentoring
Roles
Calendar and attendance
Lesson planning
Required paperwork
Suggested timelines and models
STUDENT TEACHING OVERVIEW
MENTORING
THE MENTOR TEACHER
 The history and meaning of mentoring.
 The roles of Mentor teacher.
 Limits of a Mentor
 Potential Hazards with Mentor/Mentee relationship
 Vital to successful Mentoring
 Foundations for Successful Mentoring
BRIEF HISTORY
 The term mentor is over 3,000 years old.
 Origins of positive mentoring date back to Greek mythology.
 Odysseus left his trusted friend Mentor in charge of his household and his
son’s education while he left to fight the Trojans.
 Mentor’s name has been attached to the process of education
and care by an older, experienced person.
“Let us think of education as the means of developing our greatest
abilities, because in each of us there is a private hope and dream
which, fulfilled, can be translated into benefit for everyone and
greater strength for our nation.” John F. Kennedy
WHAT IS MENTORING?
 It involves a Mentor, a mentee, and the mentoring process.
 A mentor is a wise and trusted guide and advisor.
 A mentee is a novice in the field, a partner, or protégé.
 The mentoring process is a process whereby someone with more experience
and expertise provides support, counseling, and advice to a less experienced
colleague.
“We make a living by what we get, but we make a life by what we
give,” Winston Churchill
ACTIVITY
 Identify one person, preferably someone who is not a relative,
who was a mentor to you.
 Think about why that person was important to you.
 Recall the qualities of that person that made him/her so valued, and write
down 2-3 of these qualities.
 Think about how you can provide the same support to your mentee.
PURPOSE OF MENTORING
 Role model the type of behavior the individual should emulate.
 Coach the individual in behaviors that are most productive.
 Introduce the mentee to those in your building and in the
profession who might contribute to their growth, development, and
advancement.
 Advocate for the mentee when opportunities become available.
POTENTIAL HAZARDS WITH THE
MENTOR/MENTEE RELATIONSHIP
 Setting unrealistic expectations.
 Misusing power and control.
 Competiveness.
 Dependence.
 Cloning.
VITAL TO SUCCESSFUL MENTORING
 Building trust
 Inspiring
 Giving corrective feedback
 Empathy
SUCCESSFUL MENTORING TIPS
 Develop and communicate clear goals and expectations at the
beginning. What---Why---How?
 Share personal experiences and knowledge with the mentee.
 Provide supportive advice and assistance in a manner which
allows the mentee to retain responsibility for achievement of their
own goals.
 Workout when and how feedback will happen.
 Set ground rules and develop an agreement.
THE ROLES
Mentor Teacher
University Supervisor
Building Principal
MENTOR TEACHER
 Welcome the teacher candidate and introduce to building
colleagues as an addition to the teaching staff.
 Note: how you introduce the teacher candidate can make a big difference in
the experience.
 Keep lines of communication open with the teacher candidate and
the WSU supervisor.
 Collaborate with the teacher candidate in daily and long-range
lesson planning and assessing teaching performance and student
learning.
PREPARING FOR THE TEACHER
CANDIDATE
 Desk space
 A place for their things
 Share school/district policies and procedures

(email access, badge, keys)
 Tips and suggestions to ensure a smooth experience
EXCHANGE OF ROLES
 During the experience, the teacher candidate should take the lead
in planning and teaching for an agreed upon duration of
instruction.
 Assume the role of observer, collaborator and provider of
feedback.
 During this time it is crucial that the teacher candidate have the
opportunity to be the lead teacher and to be aware of how s/he is
performing in that role.
FEEDBACK
 Provide both formal and informal feedback.
 Meaningful, systematic observations will enable the teacher candidate to
study more in depth the concepts of teaching and learning.
 Assist the teacher candidate in reflecting on his/her teaching and analyze
strengths and areas in which to improve.
LESSON PLANNING
 There is a lesson plan in the handbook
 Written plans are expected to be shared with the mentor teacher
for review.
 Plans need to always be in writing and include learning targets,
goals, assessment, an introduction, sequence of learning
activities (what the teacher and students will be doing), and
closure.
REQUIRED PAPERWORK
 Observation Data & Feedback form
 Frequent written comments and feedback
 Ongoing or on a particular lesson
 PDEFE (Professional Dispositions Evaluation for Field
Experiences
 These are the dispositions that must all be met by the end of experience.
 University supervisor evaluation
IF THERE IS A PROBLEM OR
CONCERN...
 We want you to feel supported as well. If at any time you have a
concern or need additional support, please talk with the university
supervisor. Communication is key to a successful experience for
everyone involved.
THE UNIVERSITY SUPERVISOR ROLE
 The university supervisor is a member of the College of Education
faculty who serves as a supervisor/mentor for the teacher
candidate, a consultant for the mentor teacher, and a liaison
between the College and public school.
 Oversees the teacher candidate’s progress.
 Provides guidance to both the teacher candidate and mentor
teacher.
 Facilitates on-going communication and feedback regarding the
candidate’s effectiveness in the K-12 setting.
 Conducts both scheduled and unscheduled visits in the classroom
to observe the teacher candidate.
 Guides and supports the candidate in completion of the edTPA.
 Is required to observe and/or conference with the teacher
candidate for a minimum of 12 hours during the semester.
BUILDING PRINCIPAL
 Welcome and introduce the teacher candidate
 Orient the teacher candidate to school policies.
 Conduct at least one formal observation and conference and
several informal visits.
 Maintain communication with the WSU supervisor to monitor the
teacher candidate’s progress.
 Participate in the teacher candidate’s exit
Calendar
Attendance
Timelines and Models
STUDENT TEACHING FIELD EXPERIENCE
CALENDAR
 Teacher candidates will follow the public school's calendar, not
the university's, once student teaching begins.
 Observation week: during the last week of the student teaching
experience, the teacher candidate with the aid of the mentor
teacher and/or supervisor will arrange observations in other
classrooms and/or buildings.
 There is a suggested timeline for student teaching for both a
Traditional path of progression of responsibilities, as well as the
Co-Teaching model.
ATTENDANCE
 Teacher candidates must notify mentor teacher and university
supervisor if they are going to be absent.
 Teacher candidate is responsible for giving mentor teacher
appropriate plans for the day(s).
 Absences will be made up to the satisfaction of all involved.
 Teacher candidates are required to attend student teaching
seminars.
SUGGESTED TIMELINES AND MODELS
 Traditional vs Co-Teaching Model
 Research…..
 Administration……
 Discuss and choose strategies from the models that fit you and
your teacher candidate.
Suggested Time Line for Student Teaching
Traditional Path
Week 1 The teacher candidate acquaints, or re-acquaints if returning to the
same classroom, him/herself with students, classroom routines, school and
classroom disciplinary policies, curriculum guides, and school facilities.
Initiative should be taken to introduce him/herself to administrators and
other staff members. Begin work with individuals and small groups. Ask
questions, discuss observations with the cooperating teacher, and find out
about instructional responsibilities for the following week.
Week 2-3 Continue the first week’s activities. Teacher candidate and
cooperating teacher agree on edTPA focus (content and for secondary
which class). Become familiar with beginning class routines, student
records and recording procedures. Participate in team teaching with the
cooperating teacher. If there is an opportunity, the teacher candidate may
observe other staff members. Continue discussing teaching plans and
make any written plans for teaching available to the cooperating teacher.
Take responsibility for a small group content area activity. Take over one
subject area or class, check students’ work, and record progress. Spring
semester secondary teacher candidates may have to plan around the end
of the semester and finals. The teacher candidates should begin edTPA
task 1, Planning Instruction and Assessment and practice
videotaping.
Week 4-6 Gradually assume responsibility for more subject areas or
classes. Focus first should be the subject/class chosen for the edTPA.
Share lesson plans with the cooperating teacher for the areas which
responsibilities have been assumed. The cooperating teacher will observe
the teacher candidate’s teaching of each new subject or class and offer
suggestions and positive reinforcements. The teacher candidates should
complete edTPA task 1, Planning, Instruction and Assessment and
practice videotaping.
Week 7-8 The teacher candidate has total
responsibility for preparing and implementing the
curriculum for which they are lead teaching. Task 2
Instructing and Engaging Students in Learning
including videotaping should be completed. The
teacher candidate and cooperating teacher continue
to discuss the written lesson plans and how to
implement them. Task 3 Assessment should be
completed.
Week 9-10 The teacher candidates should upload
the completed edTPA materials to Pearson and
WSU as soon as complete. Due date will be
posted each semester. Work at a pace that you and
your cooperating teacher think is best knowing that
the sooner your work is submitted the sooner it is
scored and returned. The building administrator
should be invited to do at least one formal
observation during this time.
Week 11-13 Continue teaching responsibilities
without the pressures of the edTPA
Week 14-16 The cooperating teacher begins to
gradually take back responsibility for the classes. The
teacher candidate should have all student progress
records up-to-date. The teacher candidate, with the
aid of the cooperating teacher, arranges
observations in other classrooms and schools.
Please note: A Special Education endorsement
requires the timeline be accelerated to allow for an
additional 5-7 week experience in a special education
setting. A Middle Level Math or Middle Level Science
endorsement – observations should be done in a
middle level math or science classroom. An
endorsement in Health and Fitness requires, at
minimum, an extended unit taught in both health and
physical education.
Suggested Time Line for Student Teaching
Co-Teaching Model
Week 1 The teacher candidate observes and supports
individuals and small groups; review grading and
attendance policies shares curriculum and lesson
plans with the cooperating teacher.
Cooperating teacher is the sole
planner; shares curriculum and lesson
plans with the teacher candidate
Week 2-3 Teacher candidate should be familiar with and
engaged in class administrative tasks. Teacher
candidate and cooperating teacher agree on
edTPA focus (content and for secondary which
class). The teacher candidates should begin
edTPA task 1, Planning Instruction and
Assessment and practice videotaping.
Planning is made explicit to teacher
candidate; various approaches to co-teaching
should be used to engage the
teacher candidate.
Week 4-6 Teacher candidate begins planning activities and
mini lessons focusing on their assigned edTPA
content, and including co-teaching strategies.
edTPA task 1, Planning Instruction and
Assessment should be completed and
candidate should practice videotaping.
Cooperating teacher gives planning
duties to teacher candidate and
reviews all lessons with feedback.
Week 7-8 Teacher candidate takes lead in planning and begins to take over
additional responsibilities. Co-teaching strategies and solo teaching
opportunities are scheduled throughout. The teacher candidate should
complete edTPA task 2 Instructing and Engaging Students in
Learning, and Task 3 Assessment.
Cooperating teacher consults with teacher candidate and engages in
instruction. Cooperating teacher gives teacher candidate some solo
teaching responsibilities.
Week 9-10 The teacher candidates should upload the completed edTPA
materials to Pearson and WSU as soon as complete. Due date will be posted
each semester. Work at a pace that you and
your cooperating teacher think is best knowing
that the sooner your work is submitted the sooner
it is scored and returned.
Week 11-13 Continue co-teaching responsibilities without the pressures of the
edTPA.
Week 14-16 Teacher candidate continues planning and includes all co-teaching
approaches. Solo teaching opportunities built in throughout. Teacher candidate
remains engaged in classroom activities and arranges observations in other
classrooms.
Cooperating teacher consults with teacher candidate and engages in
instruction while beginning to take back responsibility for planning and
instruction. Cooperating teacher resumes primary planning and teaching role.
Click to return to webinar menu.
edTPA Overview
Tasks
Academic language
Student voice
Rubrics
edTPA AREA OF FOCUS
edTPA OVERVIEW
 Required State Assessment
 Modeled after the National Board Certification process
 Requires candidates to describe, analyze, and evaluate a learning
segment, which a includes a video.
 www.edtpa.com and http://edtpa.aacte.org/
TASKS
 Task 1: Planning for Instruction and Assessment
 Task 2: Instructing and Engaging Students in Learning
 Task 3: Assessing Student Learning
TASK 1: PLANNING FOR INSTRUCTION
AND ASSESSMENT
 Discuss and choose the learning segment (3-5 hours of
connected instruction) content. Assist in the planning of the
learning segment lessons in either their assigned elementary
content or, at the secondary level, the class period selected for
completing the edTPA as soon as is feasible.
 Assist in gathering information about the school/classroom
context (Context for Learning form).
TASK 2: INSTRUCTING AND ENGAGING
STUDENTS IN LEARNING
 Assist candidate in obtaining required permission for
videorecording
 Follow District policy, or
 Use the edTPA Parent Permission form
 Assist with filming the teacher candidate during the learning
segment.
 Candidates may use any recording device of their own, or available through
the building or district.
 Ensure sound quality before you begin recording.
 Entire learning segment should be filmed for ample footage to edit.
 There is great information regarding the video recording process,
etc. at www.edTPA.com
TASK 3: ASSESSING STUDENT
LEARNING
 Assessment should be completed by the entire class.
 Three work samples will be used to illustrate analysis.
 Of the 3 work samples (focus students), at least 1 must be a
student with specific learning needs.
ACADEMIC LANGUAGE
 Represents the language of the discipline that students need to
learn and use to participate and engage in meaningful ways.
 Vocabulary
 Language functions
 Syntax
 Discourse
(see definitions in edTPA Handbook/glossary)
STUDENT VOICE
 Reflective self-assessment expressed in the voice of the learner.
 Evidence that students know the learning targets.
 Evidence that students know how to monitor their progress.
 Evidence that students know how to access resources and additional support
if needed.
(Examples may include exit slips, journal entries, or documented conversations.)
RUBRICS
 Use the rubrics (Level 3) to discuss, provide input and feedback
as the candidate completes the edTPA tasks.
 Using the language of the rubrics, be a sounding board as the
teacher candidate reflects on experiences with the learners.
Click to return to webinar menu.
What is Co-Teaching?
Why consider?
Benefits
Co-Teaching strategies
Upon what does this model depend
www.washingtoncoteach.com
CO-TEACHING AREA OF FOCUS
CO-TEACHING
 What is Co-Teaching?
 Why consider?
 Benefits
 Co-Teaching strategies
 Upon what does this model depend
 www.washingtoncoteach.com
WHAT IS CO-TEACHING?
 Co-teaching is defined as two teachers working together with a
group of students and 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
instruction.
UPON WHAT DOES THE MODEL
DEPEND?
 Effective communication
 Planning together
 Key questions to ask
 Understanding differences and perspectives
 A gradual shifting of roles
 Constant focus on student learning
BENEFITS FOR MENTOR
 Ability to reach more students
 Better relationship with teacher candidate
 Opportunity for professional growth
 Enhanced energy for teaching
 Hosting a candidate without giving up your classroom
 Ability to do projects more successfully
 Class time is more productive
 Modeling and participating in teamwork
 Candidates become competent more quickly
BENEFITS FOR TEACHER CANDIDATE
 Improves classroom management skills
 Increases collaboration skills
 More teaching time
 Increases confidence
 Deeper understanding of the curriculum through co-planning
 More opportunities to ask questions/reflect
 Being seen as a “real teacher”
 Equal partnership
 Sharing resources
 Mutual support and learning
BENEFITS FOR P-12
 Additional opportunities for individualized instruction.
 Able to work in smaller groups.
 Provide multiple teaching strategies.
 Respond to student questions more rapidly.
 Lowers pupil/teacher ratio.
CO-TEACHING STRATEGIES
 One Teach, One Observe
 One Teach, One Assist
 Station Teaching
 Parallel Teaching
 Supplemental Teaching
 Alternative (differentiated) Teaching
 Team Teaching
 Solo Teaching
Thank you for your willingness to share your expertise and
classroom with our future teachers and your future colleagues.
THANK YOU!!!