University Supervisor Training Fall 2016

Presented by: Dr. Norma Boakes, Program Coordinator of TEDU

Today’s Agenda 8:30-8:45am Coffee/light breakfast (will remain until 9:30 for veteran supervisor report) 8:45-10 Supervisor 101 for new supervisors 9:30-10 Successes and opportunities discussion for veteran supervisors 10-10:30 Mentor teacher’s advice for success (Terry Dougherty, adjunct & Galloway teacher) 10:30-11 TEDU Program revision updates & what it means for student teaching -CAEP accreditation & teaching standards -New clinical experience & practice requirements -Adoption of the EdTPA assessment 11-11:15 Break 11:15-12pm Evaluating student teacher performance -Danielson refresher -Video norming exercise 12-12:30 Working Lunch 12:30-2 Documenting student teacher performance & the future (EdTPA) -Video norming exercise review -Act of supervision w/focus on pre- and post-conference -Taskstream & documentation 2-2:15 Break 2:15-3 Student Teaching Seminar (Ray Dolton & Lynne Gale, adjuncts & university supervisors) 3- 4pm Collaboration w/Stakeholders & Troubleshooting

Veterans’ Briefing This time is designed to offer you a chance to reflect on your experiences over the past semester as a supervisor of student teachers. Here’s what you are asked to do….. 1. Complete the free write exercise (copies w/directions

for you). Someone time in! No more than 5 minutes please.

2. Do what I call a share “smackdown”. Each of you gets 2 minutes to share a success and a challenge. No time for stories. Keep it succinct.

3. Summarize- As a troop, list 3 major successes & up to 3 challenges you wish to share with TEDU!

You have 30 minutes! Use it wisely please

Mentor Teacher’s Advice for Success

Stockton TEDU

Program updates

Accreditation efforts

• Digital collection of evidence of candidate performance

• Aligning all courses to the InTASC 2011 Model Teaching Standards

• Beginning a TEDU “working portfolio” housed in Taskstream

• Drafting program-level rubrics aligned to standards and evaluation expectations to track student progress

Updates to State Code for Educator Prep Providers (EPPs)

• New nomenclature – “Clinical experience” & “Clinical practice” vs. fieldwork – “Final clinical practice” vs. student teaching – “Clinical intern” vs. student teacher

• Code no longer specifies specific topics of study in EPP and allows EPP to design to meet standards

• Specified clinical hour requirement & more specific experiences

• Full year final clinical practice “encouraged” • Additional performance-based assessment

requirement, EdTPA (Sept 17)

Full details can be found at: http://www.state.nj.us/education/educators/rpr/CEASChanges.pdf

EdTPA • Student teachers/clinical interns will be required

to complete this assessment as of Fall 2017. • TEDU Program has begun to work on a phase in

plan that includes – Earlier entrance requirements – Additional clinical hours – EdTPA language & tasks similar to assessment in

coursework leading to student teaching – Revision to course sequence including support

structure during student teaching – Piloting of assessment w/student teachers

How to gear up for EdTPA • Get to know a little about EdTPA

– *Email me for a link to a handbook or you can search them “EdTPA Handbook _______”

• Review the alignment of EdTPA rubrics with Danielson • Attend a local evaluator training

– Fall- 10/28- Stockton – Spring- TBD- Rowan

• Consider ways to support candidates during student teaching – Look for new alignment details on mid- and final

evaluation forms

Supporting Student Teachers & Evaluating Performance

• How do you, as an university supervisor, support student teachers and evaluate performance?

• What key tools do you use? • What are the formal tasks you have? • What’s not formal but just as important? Take a moment to chat with a neighbor. Be ready to share your ideas.

Support

• Mentor/coaching of skills & techniques • Tracking strengths and areas for growth • Support system and sounding board • Working collaboratively with teacher & school • Troubleshooting with issues or concerns • Serve as an ambassador of the TEDU Program

CS Observation

1

CS Observation

2

CS Observation

3

CT Observation

1

CT Observation 2

Midterm Eval

CS Observation

4

CS Observation

5

CS Observation

6

CT Observation

3

CT Observation 4

Final Eval

Quantitative & qualitative

Quantitative & qualitative

qualitative

qualitative

Evaluation

Supporting & evaluating with Danielson Framework

• Provides a framework that captures the “wisdom of practice”.

• Tool for development & growth

• Common language & measures of performance

• Establishes reliability & validity in how we judge student teacher performance

Why do you think Stockton chose to adopt

Danielson?

Danielson Refresher For this exercise, you are each given a different color pen. Keep your color with you. You have 10 minutes with your team to list major areas in each domain of Danielson. Consider all areas you evaluate as a supervisor.

Domain 1- Planning & Preparation

Domain 2- Classroom

Environment

Domain 4- Professional

Responsibilities

Domain 3- Instruction

Domain 1- Planning & Preparation

Domain 2- Classroom

Environment

Domain 4- Professional

Responsibilities

Domain 3- Instruction

Assign each person/color to a domain. Review the domain in the book against your graffiti write. Focus specifically on the components of each Domain. Did you capture them all?

Consider the features in the handbook. How can this be helpful? Is it only for you?

Danielson in Student Teaching It’s in the observations you do

The evaluations at mid- and end of experience

And in the mentoring & guidance along the way!

Danielson Norming An important element of using any evaluation tool is ensuring we are all on the same page! For this exercise we will be practicing observation and evaluation with a teaching video. You will use what you know about Danielson to determine the teacher’s appropriate level of performance.

Let’s get ready… • Remember, two Domains

won’t be evaluated! • In a real situation, we

don’t go right to scoring after one observation.

• In a real situation, you want to see the entire lesson from start to finish.

• Focus on evidence & avoid personal biases.

Domain 1- Planning & Preparation

Domain 2- Classroom

Environment

Domain 4- Professional

Responsibilities

Domain 3- Instruction

Evidence vs. Opinion

Evidence • Observable • Not influenced by own

perspective • Free of evaluative words • No conclusions drawn….

Opinion • Makes inferences • Depends on own

perspective • Includes evaluative words • Draws conclusions…….

Some students have difficulty staying engaged.

The pacing was slow, allowing for restlessness and disengagement.

Teacher has planned and organized her time for maximum effect.

Kindergarten- Language Arts Focus: Oral retell for reading comprehension

Link to video: https://www.youtube.com/watch?v=_qyuSz0Y9GU

Discuss what you’ve seen.

• Chat with a neighbor about evidence

• Review your handbook for Domains 2 & 3 to help you consider the performance level.

• What specific statements would you write if filling out an observation form?

• What other materials/documentation would have been helpful to see?

The TEDU Program is working on a revised evaluation form for the mid- and final evaluation of student teachers. Take a moment to review. Do you notice the changes?

Time to rate performance • Use the Danielson book to

guide you as you decide. • Be ready to defend your

choice w/evidence • Use the draft evaluation

sheet to record your decisions.

• Go to www.socrative.com & prepare to share answers! – Go to “Student Login” – Type in Room “DRBOAKES” – Type first and last name (don’t

worry it’s still anonymous)

The bigger picture

Observation

Post-conference

Pre-conference

As part of your role as supervisor, you will follow a process at each visit to support your student teacher’s development as you observe. Let’s take a look at what takes place before and after an observation.

Pre-conference Listen to this pre-conference that takes place with the teacher we observed. Take notice of the conversation & the techniques the evaluator uses.

Link to pre-conference- https://www.youtube.com/watch?v=fcF-Rfi__Fk

Turn and talk for a moment. What do you do to prepare for a formal observation of your student teacher? What’s your pre-conference?

• Pre-conference – Lesson posted on

Taskstream (3-4 days prior) is reviewed before observation

– You provide feedback on this lesson within Taskstream

– This along with any *conversation prior to observation serves as evidence of Domain 1

Evidence of lesson review & other related observation/conversation goes here.

A few lesson plan reminders • Students have spent TWO semesters mastering this

skill • TEDU emphasizes the importance of thorough planning • These lessons are considered “exemplars” and should

showcase their ability in Domain 1 • These lessons are not the “realistic” ones that teachers

write and there’s a good reason why. • A thorough lesson should leave you with very few

questions to ask! • *Provide feedback using Taskstream to help guide and

further develop lessons

Post-conference Now let’s listen to the post-conference that takes place with the teacher we observed. Again, take notice of the conversation & the techniques the evaluator uses.

Link to post-conference - https://www.youtube.com/watch?v=-qlKGIdmDAA

Turn and talk for a moment. What kind of techniques did the evaluator use? Do you use similar ones? Discuss your methods for your post-conference.

• Post-conference – Meet with student teacher

and cooperating teacher to discuss what was observed

– Discuss all items relevant to Domain 4

– Complete rest of formal observation form and submit to student via Taskstream

– **Make sure students submit a reflection on their own performance as well. (Done by adding comments to their original lesson plan.)

Evidence of the post conference and items about professionalism go here

Connecting the qualitative to the quantitative

• Written comments made on formal observations are used to establish levels of performance

• Written comments should contain statements/words that indicate level of performance

• These steps help insure that your evaluation is fair and reflective of performance

Quantitative- excerpt of midterm eval

Indicating level of performance without a score….

What you say should offer praise where earned, guidance where needed and indicators of how the ST is performing. For indicators I recommend using “Danielson words”.

See your handout

Typical of novice Typical of new teacher Typical of tenured teacher

Can you get a sense of a score though it’s not given here for Domain 2?

Connecting ratings to commentary

Review the sample final evaluations given to a student teacher. Consider the ratings given and the written statements that went along with it. What’s your thoughts when considering the two?

Odds & Ends on Handbook

• New absence request form for student teachers (form on TEDU website)

• Professional demeanor expanded on area related to personal electronics & use of social media

• Calendar to track visit in appendix

Student Teaching Seminar

Lynne Gale & Ray Dolton

Collaboration with Stakeholders &

Troubleshooting

Supervisor Situation Challenge Write a brief description of a situation you had to handle as a supervisor that’s NOT in the Student Teaching Handbook. Write the scenario on the card so someone else could read it. *Be sure to include an appropriate title such as the “The sleeper”.

Supervisor Situation Challenge

• Each of you will have 5 minutes to share your situation on your card.

• For the card reader- No story telling please Don’t offer any hints. Just describe the situation and give enough facts that your listeners could decide on what action they might take. End with “what do you do?”

• Allow all listeners to give an idea of what they might do. After ALL have shared, reveal the action taken!

Linda, a K-12 biology student teacher, worked with her univ. supervisor to work on the identified needs at the midterm. At Linda's request, the process focused on her perceived problems in classroom discipline. She felt that her general education students were not capable of meeting her expectations for them either behaviorally or intellectually. As she saw it, they had short attention spans, were ill-prepared for class, and behaved inappropriately. Through the data collected during classroom observations and interpreted jointly during post-conferences, Linda began to see that she was not holding students accountable for performing intellectually. She often answered her own questions, allowed students to make superficial assertions, and constantly repeated student statements so that students did not have to listen to what their peers said. Consequently, she monopolized classroom interactions and worked much harder than the students did. The problem is that she believes that if students are not self motivated that its their problem. She only wants to teach high achievers when certified and just trying to tolerate these slow learners for 6 more weeks. Linda has good content knowledge but lacks the enthusiasm for these students. What are your next steps? Will this impact her grade?

Targeting the Cream of the Crop

Places you can go for support…..

http://tinyurl.com/TEDUSupervisor

Look for the training materials. I’ll be posting an

update soon!

For each of the statements below, indicate to what extent your needs were met by your college supervisor during your student teaching experience.

Lots of praise….. My supervisor was extremely flexible and supportive.

A few issues raised…..

X’s expectations were slightly unclear -- the beginning seemed more lenient which set the bar for the rest of the semester.

What’s your message?

You spent the day learning about the elements of your role as supervisor. Consider something that you will take away from today’s experience. Write it on the paper you were given neatly. You will share it in a moment!