CAEP Conference Washington, D.C. September, 2015 Ann Nutter Coffman, National Education Association Blake West, National Education Association

Transcription

1 Ensuring High Quality School-Based Experiences: Cooperating Teacher Training CAEP Conference Washington, D.C. September, 2015 Ann Nutter Coffman, National Education Association Blake West, National Education Association

2 Objectives Discuss the role of the NEA in teacher preparation and profession-ready work. Introduce NEA s cooperating teacher training modules.

3 Entry to the Profession: Teaching and Learning Context

4 Commission on Effective Teachers and Teaching ( ) A vision for the teaching profession based on three guiding principles: 1. Student learning is at the center of everything a teacher does. 2. Teachers take primary responsibility for student learning. 3. Effective teachers share in the responsibility for teacher selection, evaluation, and dismissal.

5 The NEA Three-Point Plan for Reform I am setting as NEA s guiding star the advancement of a profession of teaching that centers on the success of students. Dennis VanRoekel Raising the Bar for Entry 2. Teachers Ensuring Great Teaching 3. Providing Union Leadership to Transform our Profession

6 Point 1: Raising the Bar for Entry The first step in transforming our profession is to strengthen and maintain strong and uniform standards for preparation and admission. Every teacher candidate should have one full year of residency under the supervision of a master teacher before earning a full license. Every teacher candidate should pass a rigorous classroom-based performance assessment at the end of his or her candidacy.

7 Profession-Ready Teachers & Teacher Residencies

8 Profession-Ready Teachers A teacher candidate that has demonstrated the skills, knowledge, and teaching ability necessary to be ready for the realities of the classroom on his/her first day as an independent teacher. In order to be considered profession-ready, candidates must: demonstrate subject matter mastery, demonstrate pedagogical content knowledge mastery in their subject for certification, and demonstrate their teaching skills and knowledge through a performance-based assessment.

9 CAEP Standard 2: Clinical Partnerships and Practice 2.2 Partners co-select, prepare, evaluate, support, and retain high-quality clinical educators, both provider- and school-based, who demonstrate a positive impact on candidates development and P-12 student learning and development.

10 What is the Association s role in this work? Quality control at the front end of the teacher continuum? Professional development of in-service teachers (cooperating teachers/clinical faculty) Essential learning by immersing teacher candidates in schools What role, if any, could the association have in facilitating conversations between IHEs, districts, schools, and communities?

11 Some of NEA s Efforts: Support affiliates and locals in efforts to ensure profession-ready educators through residencies and classroom-based performance assessments Center for Great Public Schools Grants and GPS Fund grants: Seattle Teacher Residency mentor teachers San Francisco Teacher Residency demonstration teachers Milwaukee Teacher Residency North Carolina Association of Educators cooperating teacher training modules Professional Standards and Practice (PSP) Cooperating Teacher Guidelines Training Curriculum

12 Cooperating Teacher Training: Digging Deeper Professional Learning Experiences in Four Parts 1. The Experience of Being a Cooperating/Mentor Teacher 2. Positive Professional Relationships 3. Effective Mentoring 4. Key Ideas Around Adult Learning

13 Part 1: Overview of the Experience of Being a Mentor/CT The nuts and bolts introduction 1. Connecting with the Educator Prep Program 2. Impact on student learning 3. Impact on teacher evaluation 4. Opportunities to collaborate

14 A sample of Part 1 nuts & bolts

15 Nuts and bolts What else? How will having a student teacher 2. Impact student learning in my classroom? 3. Affect my teacher evaluation? 4. Provide me opportunities to collaborate?

16 Part 2: Building Positive Professional Relationships Getting off on the right foot is crucial 1. Initial conversations, establishing expectations (See sample lesson outline) 2. Welcoming the student teacher/intern 3. Listening skills, nonverbal-communication 4. Maintaining positive relations 5. Who are we? (what role am I in now?) 6. Managing a relationship with differences

17 Part 3 in a nutshell Effective Mentoring: 1. Feedback strategies 2. Observation structures and protocols 3. Feedback and objectivity 4. Challenging mentoring assignments 5. New knowledge and skills 6. Retention

18 Part 4 in a nutshell Andragogy topics include: 1. Characteristics of adult learners 2. Principles of adult learning 3. Performance improvement (with SMART goals) 4. Professional learning for educators (expectations &opportunities for the mentor s growth)

19 Feedback is welcome! Do these lessons/topics seem appropriate for the purpose? What is missing? Unnecessary? Other suggestions for improvement?

20 Questions??