California Master Teacher s Legacy: Effective Mentoring Practices in Special Education

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1 California Master Teacher s Legacy: Effective Mentoring Practices in Special Education Diana Dobrenen, MS Nilsa J. Thorsos, Ph.D. Jan Jones Wadsworth, Ed.D.

2 This workshop will address expectations for university professors and Master Teachers who serve as mentors, supervisors or support providers for student teachers. include effective professional development for special education classroom teachers who are willing to serve as Teacher Leaders/Master teachers. Note: These approaches were based on data collected from effective Teacher Leaders/Master Teachers in California and manuals from different universities.

3 Ice Breaker Activity Share : What were your experiences with your master teacher during your student teaching experience? What kind of master teacher would you be? What will be your legacy for the next generation of special education teacher practitioners?

4 Better than a thousand days of diligent study is one day with a great teacher. -Japanese Proverb CTC credential standards for clinical experience require highly qualified experienced teacher practitioners to mentor teacher candidates. Excellent teacher practitioners who are willing to participate in the induction of a new generation of special education teachers and to be part of a legacy.

5 S u p e r v i s o r S u p e r v i s o r

6 University Supervisor The university supervisor is the representative of the university whose chief purpose is to help student teachers improve their teaching effectiveness. This person is responsible for the implementation of university regulations for teacher candidates and for establishing and preserving rapport among the teacher candidates, master teachers, and administration.

7 University Supervisors The university supervisor observes the student teacher and helps them by conducting a continuous professional evaluation of their teaching effectiveness. The university supervisor emphasize and reinforce desirable teaching behaviors and practices. The supervisor files periodic appraisal reports and performs a final comprehensive evaluation of the teacher candidates experiences and achievement after conferencing with the cooperating/master teacher.

8 University Supervisors At the end of each placement, the university supervisor also completes the required forms required by CTC. The university supervisor is charged with acting as the liaison between the master teacher, the student teacher site administrator, and university. They will provide systematic and thorough supervision to help student teachers achieve their maximum growth in this keystone experience.

9 The Master Teacher Requirements.

10 Requirements for a Master Knowledge and Skills: Teacher Holds a clear credential with successful teaching experience as evidenced by positive outcomes produced by her/his students and evaluations Is fully certified for the teaching position and teaches in the major field of preparation Has recognized outstanding teaching abilities and therefore is recommended both by the appropriate persons within the school system and those at the University. Keeps abreast of new knowledge and procedures in both the subject field and the study of teaching, and uses both knowledge of procedures in the subject area and in teaching in her/his actual work with students. Has some training or course work in mentoring adults. Has additional training or expertise in technology, behavior intervention, and diversity. (Persiani-Becker, K. et.,al)

11 Requirements for a Master Dispositions and Professionalism: Teacher Demonstrates the ability to work effectively with persons of all levels of professional sophistication and status on a face-to-face basis, both individually and in groups. Demonstrates ability to interact with candidates of diverse cultural and linguistic backgrounds and ability levels in respectful, caring and supportive ways and is flexible and patient. Willingness to share classroom and school materials with the student teacher including manipulatives and teacher manuals. Has a positive attitude toward their profession, their position, their students, and their colleagues. (Persiani-Becker, K. et al.)

12 Requirements for a Master Teacher Professionalism & Experience: Works effectively as a team member and understands and accepts the collaboration necessary for high quality supervision of teachers candidates. Is able to provide appropriate and effective modeling on best exemplary interaction with paraprofessionals and other support staff. Has a balanced approach to instruction and knows the Standards, curriculum, key personnel, and objectives of the teacher preparation program in the subject area. Shows that s/he is a life-long learner in the field of teaching by employing an analytical approach to basic professional responsibility; objectively examines and assesses her/his own teaching and the teaching of others in order to continue personal growth. Displays the ability to accept and build upon the initial strengths and weaknesses of those assigned to work with her/him.(persiani-becker, K., et al.).

13 Requirements cont. Professionalism and Classroom Experience: Is willing to have a teacher candidate and work additional hours to accommodate teacher candidates needs. Supports open communication through daily personal contact, daily conference, and ongoing feedback. Has demonstrated the ability to supervise adult learners. Demonstrates appropriate planning and assessment as a model for the student teacher. This might include short and long term planning ideas, the encouragement of various lesson plans to meet specific lesson needs, and allowing student teacher to give, score, and implement assessments into instructional planning. Has established an effective classroom environment which enhances learning and is conducive for learning. (Persiani-Becker, K.et al).

14 Job Description First Meeting with: Master teacher, teacher candidate, site administrator, & university mentor: the responsibilities of the master teacher Portfolio components, expectations, and processes. Establishing schedule for classroom visitations and opportunities for teacher candidates to begin to teach solo, shadowing in IEP meetings, assessments and team meetings. Work with Student Teacher & Master Teachers getting acquainted (calibrating) Beginning Teacher Expectations for CTC standards.(persiani-becker, K.,et al).

15 Benefits & Rewards Thinking out of the box: Theory and practice and staying current in the field Mentoring Teacher Candidates as an opportunity to access new theories, research based strategies in the area of brain base research, literacy, behavior, ELL, Math/Science, autism, and assistive technology. Mentoring and monitoring novice teacher candidates in the classroom promotes opportunities to reflect on their own teaching practices, for self efficacy and motivation to expand their own teaching repertoire.

16 Supervising a Student Teacher Help the student teacher perceive strengths and weaknesses. Work with the university supervisor in providing meaningful evaluation, praise and suggestions for improvement Encourage the student teacher to set professional goals. Introduce the student teacher to pupils parents. Conduct at least 3 observations using the Student Teacher Performance Summary. (Persiani-Becker, K., et al).

17 Supervising a Student Teacher Treat the student teacher as an adult and a co-worker. Maintain an atmosphere that is warm, friendly, positive and encouraging. Show appreciation for the student teacher s efforts. Remember that once you were a student teacher. Discuss ways you have solved problems. Give the student teacher an opportunity to serve on committees and participate in school activities. (Persiani-Becker, K., et al).

18 Supervising a Student Teacher Examine the student teacher s lesson plans. Encourage self evaluation of lessons taught. Hold frequent conferences. Set a good example and encourage a professional attitude. Avoid discussing the student teacher s performance, shortcomings and goofs with other school personnel. (Persiani-Becker, K., et al).

19 Resources : Manuals available in the internet CAL STATE Persiani-Becker, K., Hamm, D., Moguel, D.,Rockett, H., & Falvey, M. California University of Pennsylvania erating%20teachers%20manual% pdf