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The Cooperating Teacher Reforms Longer & More Frequent Clinical Experiences Outputs vs. Inputs Research Most Influential Position is the Least Understood
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How the Facilitation of Clinical Experiences Impacts the Host Teacher
and What This Means for the edTPA Candidate
Kelly Land, Ed.D.Susan Turpin, Ph.D.Piedmont College
SIGNIFICANCE
Click icon to add pictureThe belief that all genuine education
comes about through
experience does not mean all experiences are genuine or
equally educative.
- John Dewey
Timeliness of the Topic
The Cooperati
ng Teacher
Reforms
Longer & More Frequent Clinical
Experiences
Outputs vs. Inputs
Research
Most Influential
Position is the Least
Understood
Theoretical Framework Dewey Piaget
Vygotsky
CT-AShif
ts in
Control/Autonomy
• "I believe that the homeroom teacher must maintain full control and authority overall. I would not feel comfortable with the student teacher making significant decisions."
Professiona
l Impact
• “I do feel like I had less time to have my hands in the preparedness of my students, but I equate that to the fear of the unknown.”
CT-B
"I think that the problem is that we [cooperating teachers] will be held responsible no matter what. So I am going to teach my kids."
CT-C
"We cannot sacrifice our students to somebody who might not have the experience yet."
CT-DShif
ts in
Control/Autonomy
• “I think the best success comes from real life situations and just being THE teacher. Letting her be. She's in charge. Whatever she says goes. “
Persona
l Impact
• “Being passive is hard. It's not fun and I do not enjoy it because it makes me really mad. “
How do shifts in autonomy affect the cooperating teacher?
An Erroneous AssumptionDewey’s Theory of Experience
Vygotsky’s Theory on Scaffolding
Bandura’s Theory on Self-Efficacy
How does this impact edTPA Candidates?
Miscommunication
Insufficient Collaboration
Conflicting Goals
How are cooperating teachers impacted as practitioners?
Affective DomainPsychomotorDomain
Cognitive Domain
How are Intern Teachers Impacted as edTPA Candidates?
Affective DomainPsychomotorDomain
Cognitive Domain
Overall Impact
Task 1
•Lack of decision making experience•Inability to plan effectively due to lack of control
Task 2
•Ineffective instructional practices•Inability to justify instructional practices•Strained learning environment
Task 3
•Inability to plan for, select, and implement authentic assessments
•Inability to provide effective feedback
Implications for Future Practice
Co-teaching and Collaboration Training for Members of the Clinical Triad
Strengthened Selection Criteria for Cooperating Teachers
Clear and Concise Job Description for Cooperating Teachers including edTPA Responsibilities
edTPA training including TKES crosswalk for Cooperating Teachers and Schools
ReferencesAnderson, D. (2007). The role of cooperating teachers' power in student teaching. Education, 182, 307- 323.Clarke, A. (2007). Turning the professional development of cooperating teachers on its head: Relocating that
responsibility within the profession. Educational Insights, 11(3), 1‐10. Retrieved from: http://www.ccfi.educ.ubc.ca/publication/insights/v11n03/articles/clarke/clarke.html
Council for Accreditation of Educator Preparation. (2013). Accreditation Standards. Retrieved from: http://caepnet.org/caep-accreditation-standards/
Creswell, J., Hanson, W., Clark, V., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35(2), 236-264. doi:10.1177/0011000006287390
Fantozzi, V.B. (2013). "Oh God, She is Looking at Every Little Thing I am Doing!"Student teachers' constructions of the observation experience. Current Issues in Education, 16(1), 1-13.
Gareis, C.R. & Grant, L. (2014). The efficacy of training cooperating teachers. Teaching and Teacher Education. 39, 77-88.
Georgia Professional Standards Commission. (2014). Assuring Georgia educators meet high standards and are well prepared. Retrieved from: http://www.gapsc.com/Commission/Home.aspx
Henson, K. (2008). Georgia standards for the approval of professional education units and educator preparation programs. Georgia Professional Standards Commission. Retrieved from: http://www.gapsc.com/EducatorPreparation/Downloads/Georgia%20Standards_2010.pdf
Hock, H. & Isenberg, E. (2012). Methods for accounting for co-teaching in value-added models. Mathematics Policy Research. Retrieved from: http://eric.ed.gov/?id=ED533144
Kingen, S. (1984). Does the left hand really know what the right hand is doing? An informal look at the selection and evaluation of cooperating teachers. The Teacher Educator, 20(1), 2-13. doi: 10.1080/08878738409554843
Leslie, L. L. (1971). Matching student teachers with cooperating teachers: A fruitful effort? Journal of Teacher Education, 22, 303-309. doi: 10.1177/002248717102200312
National Council for Teacher Quality. (2014a). Executive summary: Teacher prep review. Retrieved from http://www.nctq.org/dmsView/Teacher_Prep_Review_2014_executive_summary
National Council for Teacher Quality. (2013). Teacher prep review: A review of the nation's teacher preparation programs. Retrieved from: http://www.nctq.org/dmsView/Teacher_Prep_Review_2013_Report-tsv201361814494
National Research Council. (2010). Preparing teachers: Building evidence for sound policy. Committee on the Study of Teacher Preparation Programs in the United States. Washington, DC: The National Academies Press.
Osunde, E.O. (1996). The effect of student teachers on the teaching behaviors of cooperating teachers. Education, 116, 612-618.
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