How to Conduct an Effective Mentor/Intern Co-teaching ForumPDS Liaison WorkshopWorcestor Room GUCTuesday, August 6, 2013

Ron Siers, Jr.

Expectations & GoalsHow to promote and secure time for the Forum from Principals.Augment collaborative and communicative skillsLearn the importance of value congruency for mentors and internsLearn why co-teaching & co-planning are effective pedagogyLearn what mentors and interns need and wantConceptualize the roles of the mentorDiscover a new liaison tool kitAcquire resources, information and confidence for delivering a quality mentor/intern forum at your PDSHave fun, laugh, learn and eat

Stockdale Paradox (Collins, 2001)All Good-to-Great Organizations embrace the Stockdale Paradox. What is it and how does it apply to my role as a PDS Liaison?You must maintain unwavering faith that you can and will prevail in the end, regardless of the difficulties, AND at the same time have the discipline to confront the most brutal facts of your current reality, whatever they might be.

Growth Opportunities Data Analysis (Mentor & Interns) revealed that miscommunication and a lack of understanding of roles and expectations were major causes of problems during the Internship.

How can we improve interns and mentor teachers common understanding of roles and expectations during the Internship?

How can we improve communication between interns, mentor teachers and university faculty during the internship?

Thus

Thus

Administrative Buy-In Meet individually with PrincipalPresent Co-Teaching data & value of the ForumUse multiple methods of providing information (i.e. PP, handouts, newsletter, website, etc.)Provide on-going updates to Principal as the program is implemented.

What Principals Can do to Promote Co-Teaching and the ForumPublicly share rationale for Co-Teaching and the Forum (Benefits for K-12 students, Mentors & Interns) Share academic achievement data from St. Cloud study.Provide opportunity for Co-Teaching pairs to give updates (i.e. faculty meetings, newsletter, website).Allocate PD time for education on Co-TeachingProvide time for Co-Teaching pairs by relieving them of non-instructional duties.Educate school and community members about the PDS partnership & success of Co-Teaching.

Now The Forum 2013

Relationship BuildingOne Liaison will role play an InternOne Liaison will role play a Mentor

Pair CommunicationDiscuss & Determine What type/frequency of communication would we like to have with each other during the internship?

How will we ensure regular communication with each other during the internship?

What is the best way to give each other feedback during the internship? (RSSE)

Pair CommunicationDiscuss Responses to the Following Co-Teaching StatementsI am comfortable telling my Co-Teacher what I need.

I find it difficult to express my opinions when my Co-Teacher doesnt share them.

I tend to postpone discussing touchy topics with my Co-Teacher.

I find it important for tasks to be clearly defined and distributed when Co-Teaching.

Pair CommunicationDiscuss Responses to the Following Personal StatementsI am comfortable being told by others what they need from me.

I express my opinions, even if others disagree with me.

I become defensive when I am being criticized.

I am able to resolve problems without getting emotionally intoxicated.

Millennial Generation

Millennial Expectations & Technology (Carter, 2012)Millennial Generation 1982 2013 (79 million) (Interns)Generation X 1961 1981 (Small Cohort) (Mentors)Boomer Generation 1943 1960 (80 million) (Mentors)Traditionalist Generation 1925 1942 Millennial Interaction with Multiple Technological ResourcesUnfamiliar with life before networking technologies. Consider themselves to be technologically savvy (Carter, 2012).No experience with life before cell phones, instant messaging, Internet applications, Facebook, Twitter, IPods, IPhones, IPads, & handheld technologies (Howe & Strauss 2000; Raines, 2003, Carter, 2012).Learning occurs through social collaboration.Social networking & Social negotiation are the norm (Howe & Strauss, 2000; Carter, 2012).

Values & Self-Discovery Exercise

Values & Self-Discovery Exercise Quickly go through the handout and place an x in the appropriate column for each value. This is a personal activity and there are NO right or wrong answers.It doesnt matter if it is something that you currently possess or do or if it is something you want to improve on. If it is important, place an X in the column. Now, only look at the Xs you placed in the Very Important column.Choose 3 that represent the values that are most important to you at THIS moment, realizing you choices do not define you for life.Reflect & then discuss your reflections with your co-teaching partner.

Triangular Personal Value Congruency (Siers, 2013)Thoughts or DreamsWordsActions

Communication is the Key to a Great Co-Teaching Partnership Chit ChatDeeper Communication & Uncomfortable Issues

How Do You Toss Your Slippery Eggs?Be Careful That You Do Not:Save your slippery eggs for a long time and hurl them!Throw your slippery eggs hard & fast because you cant hold on to tough issues!Avoid people so that you dont have to toss your slippery eggs.Wrap your slippery eggs in so many layers of expectations & apology that no one is sure you have tossed them.

Outstanding Co-teaching Award RecipientsCommunication: Learning to Address Difficult IssuesMentors & Interns will alternate Role-Playing the individual issues on the next slide. 1 minute for each issue.

Communication: Learning to Address Difficult Issues

Mentor Teacher Issues With Student InternsLatenessPersonal Hygiene/Body OrderUnrelated Work During School Day (Text, Twitter, Facebook, Iphones, etc)Grammar IssuesClassroom Management IssuesStudent Intern Issues with Mentor TeachersLack of Specific FeedbackInappropriate Use of Co-Planning TimeUnwillingness to Allow Intern to Try New Ideas or MethodsNo Individual Space in the Classroom/GymStepping In Too Much and Too Soon

Collaboration Self-Assessment Tool (CSAT)1 Minute Partner Discuss: What is the Difference between Cooperation & Collaboration?Collaboration: A philosophy of interactions with the focus on the process of working together (Myers, 1991).Cooperation: Stresses the Product of such work (Myers, 1991). Individuals become more effective collaborators by evaluating their role in the process.

Teaching Challenges: Why Co-TeachLandmark research in 1996: 50% of new teachers leave the profession within the first 5 years of teaching (Darling-Hammond & Schlan, 1996)

Clinical Experiences are Needed that allow interns to learn from expert modeling of practice alongside teachers who show them how to teach in ways that are responsive to diverse learners (Darling-Hammond, 2006)

Co-Teaching Model has great promise for transforming the educational landscape (Bacharach, Heck, & Dahlberg, 2010)

WHAT IS CO-TEACHING?

It is an attitude: we are both teaching

Definition of Co-TeachingCo-Teaching is defined as two teachers working together in a classroom with groups of students; 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. (Bacharach, Bergen-Mann & Washut Heck, 2010)

Sharing ResponsibilityCommunication is the Key for: Co-PlanningCo-InstructingCo-Assessing

Nancy BacharachTeresa HeckKathryn Dahlberg

St. Clouds InitiativeOctober 2003-2008 - 5 year U.S. Dept. of Education Teacher Quality Enhancement Partnership GrantLooked at co-teaching in student teachingCollected 4 years of data (qualitative and quantitative)Training and support for cooperating teachers and university supervisorsBacharach, N., Heck, T., & Dahlbeg, K. (2010). Changing the face of student teaching through coteaching. Action in Teacher Education, 32(1), 3-14.

Type of Student Teaching Reading Proficiency Minnesota Comprehensive Assessment (MCA)Compares Traditional and Co-taught student teaching settingsStatistically significant in each year with sufficient data (3 of 4)Significance between co-taught and traditional student teaching highlighted

MCA Reading ProficiencyCo-TaughtOne Licensed TeacherTraditional Student TeachingPOVERALL (4 Year Cumulative)78.8%(N=1461)67.2%(N=6403)64.0%(N=572)< .001Free/Reduced Lunch Eligible65.0%(N=477)53.1%(N=2684)49.5%(N=222)< .001Special Education Eligible74.4%(N=433)52.9%(N=1945)46.4%(N=179)< .001English Language Learners44.7%(N=76)30.7%(N=515)25.8%(N=31).069

Type of Student Teaching Math ProficiencyMinnesota Comprehensive Assessment (MCA)Compares Traditional and Co-taught student teaching settingsStatistically significant in each year with sufficient data (3 of 4)Significance between co-taught and traditional student teaching highlighted

MCA Math ProficiencyCo-TaughtOne Licensed TeacherTraditional Student TeachingPOVERALL (4 Year Cumulative)72.9%(N=1519)63.7%(N=6467)63.0%(N=597)< .001Free/Reduced Lunch Eligible54.2%(N=513)47.3%(N=2778)45.7%(N=232).032Special Education Eligible72.0%(N=472)54.7%(N=1906)48.9%(N=180)< .001English Language Learners30.5%(N=118)28.8%(N=671)26.8%(N=41).656

Co-Teaching Benefits for Students:

Co-Teaching Benefits for Students (K-12)Percent RespondingN=1,686More help with questions79.7%Different Styles of teaching68.9%More individual attention66.4%Get two-perspectives65.8%Teachers build off each other60.3%More creative lessons51.2%Assignments graded & returned faster50.9%More energy between teachers46.1%Better discussions45.0%More in-depth knowledge43.1%No benefits 4.0%

Co-Teaching Drawbacks for Students

Co-Teaching Drawbacks for Students (K-12)Percent RespondingN=1,686No drawbacks to co-teaching57.6%Confusing with two explanations18.8%Confusing who to go to13.5%Grading issues13.0%Contradicting information11.6%Teachers interrupt each other8.8%Intern too dependent8.3%

Co-Teaching Benefits for Student Interns

Co-Teaching Benefits for Student InternsPercent RespondingN=249Improved classroom management skills92.4%Increased collaboration skills92.0%More teaching time90.0%Deeper understanding of curriculum through co-planning89.2%More opportunities to ask question and reflect88.6%Increased confidence88.4%

Co-Teaching Benefits for Mentor Teachers

Co-Teaching Benefits for Mentor TeachersPercent RespondingN=326More help for students with high need94.5%A better relationship with student intern92.3%Professional growth through co-planning90.5%Enhanced energy for teaching89.0%Ability to host intern without giving up classroom/gym87.1%

Co-Teaching Myths & Realities

Co-Teaching Myths & RealitiesMyth 1:Interns must be left on their own to sink or swim.

Reality 1: Interns are supported to become a licensed professional.

Myth 2: Co-Teaching inhibits the development of classroom management skills.

Reality 2: Support given so Interns can eventually take the lead.

Co-Teaching Myths & RealitiesMyth 3: Interns do not get enough solo teaching time with Co-Teaching.

Reality 3: Interns must have opportunities to teach alone. This must be demonstrated.

Myth 4: It take too much time to Co-Plan.

Reality 4: True in early stages. Yet, deeper understanding leads to increased academic performance.

Co-Teaching Myths & RealitiesMyth 5: SI who Co-Teach will never have full responsibility of the classroom.

Reality 5: SI will lead the planning, organization, assessment, and human resources.

Myth 6: Co-Teaching does not provide real world experience.

Reality 2: Diversity requires Interns to be able to Co-Teach with Special Education, ELL, Title 1 teachers, as well as paraprofessionals.

Co-Teaching Myths & RealitiesMyth 7: Co-Teaching does not work at the secondary level. Reality 7: Effective for larger classes and greater diversity of classes. Myth 8: Co-Teaching can only work if both have the same teaching style.

Reality 8: Interns must be able to partner with different styles and respond appropriately.

Increased Intern Self-efficacyTransformational Mentor Teachers positively impact the Self-Efficacy of Student Interns during the Internship experience in Professional Development Schools (Siers & Gong, 2012; Gong & Siers, 2011)

Positive impact in efficacy in classroom management, instructional strategies, and student engagement (Siers & Gong, 2012; Gong & Siers, 2011)

p< .05

TranslationCo-teaching mattersCo-teaching worksCo-teaching is good pedagogyCo-teaching affects student outcomes

SU Co-Teaching Pedagogy

What does co-teaching look like?Four basic models1. Supportive teaching - one teacher is the lead instructor while the other teacher provides support for individual students and observes particular behaviors.

Strategies: graze & tag, proximity, conferencing, strategic pull-out, 1-on-1...

Co-teaching models continued2. Complementary Teaching - when one co-teacher enhances the instruction provided by the other co-teacher.

Strategies: record & edit, demonstrations, simulations, activity/lab set-up & break down, technology assistance, modeling, planted question...

Co-teaching models continued3. Parallel Teaching - when two or more people work with different groups of students in different sections of the classroom.

Strategies: tiered instruction, stations, cooperative learning, literature circles...

Co-teaching models continued4. Team teaching - both teachers are actively engaged in instruction and management of the class.Strategies: role playing, modeling, cooperative learning, think-alouds, staged argument

What is Your Role? Intern or Mentor?

Interns with Interns & Mentors with MentorsIndependently list characteristicsMentor/intern partners share listDiscuss as a whole groupBig idea- What kinds of things should a mentor teacher do?*

MENTORING

WHAT DOES IT LOOK LIKE? WHAT DOES IT FEEL LIKE?

A mentor is someone who shows you the ropes, helps you in your journey and guides you through the rough parts. What are some key qualities of a strong and supportive mentor? Independently, construct your own list. Identify 8-10 characteristics of an effective mentor.

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Working as a team (mentor teacher/intern) share your lists. Merging your thoughts and ideas, list the top 4-5 characteristics of an effective mentor.

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1 Spring 2009

Interns with Interns & Mentors with MentorsIndependently list characteristicsMentor/intern partners share listsDiscussion as a whole groupBig idea What are the qualities of an intern ready to improve her/his craft?

INTERNS

Like a mentor teacher, interns who are going to have a positive experience and grow as a professional possess certain haracteristics. What are some key characteristics of a strong and professional intern? Independently, construct your own list. Identify 8-10 characteristics of a strong intern.

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Working as a team (mentor teacher/intern), share your lists. Merging your thoughts and ideas, list the top 4-5 characteristics of a strong intern.

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1 Spring 2009

Student Intern Focus Group DataMonday, March 25, 2013Successful Student InternFlexibleOrganizedPossess Classroom Management SkillsHonestKnowledgeable **Listens to Feedback and AdvicePunctualTakes Initiative **

Student Intern Focus Group DataMonday, March 25, 2013Successful Mentor Teacher

Flexible **CaringGives Honest Feedback **ExperiencedHelpful & SupportiveOpen MindedOrganized **

Mentor Teacher Focus Group DataMonday, June 3, 2013Successful Student Intern

Self-MotivatedTakes Initiative & is Proactive **Holistic view of TeachingSees a Career rather than a JobKnowledge of Pedagogy **A Passion for Content & TeachingChallenges the Status Quo

Mentor Teacher Focus Group DataMonday, June 3, 2013Successful Mentor Teacher

Flexibility & Realistic **Provides Space for Lead Role in Teaching: Proper BalanceModel the WayWell-Planned & Organized **Give Honest & Open Feedback & Communication **Determine Personal Value Congruency

Phases of Teaching (Moir, 1990; Siers, Elburn, & Ramey 2012)Critical

Conceptualizing the Roles of Mentor Teachers During the Internship(Butler & Cuenca, 2012)Take 1 minute with your partner and discuss the following statements. Be prepared to share with the whole group.

Collaborative Dissonance between University & Field-based Teacher Education (PDS sites) is more the norm than the exception. True or False?

Mentoring the student intern is an idiosyncratic affair, & the mutual anxiety is further exacerbated between teacher educators who claim mentor teachers are not progressive enough and mentor teachers who claim university faculty are not realistic enough. True or False?

Conceptualizing the Roles of Mentor Teachers During the Internship(Butler & Cuenca, 2012)Experts of PracticeApex of the Teaching CommunityPlay a Highly Influential Role in how Student Interns understand the work of teaching Lack of Clarity in research on The Mentors RolePerception of Clinical teacher education as an uncomplicated and self-evident activityLittle guidance on effective mentoring practicesConceptualization is based around their own experiences as students, student interns, in-service teachers, unique school contexts, & individual dispositions for teachingMentoring is a socially constructed practiceA lack of common language between the university & field-based teacher education.3 Conceptual Categories can provide purpose & goals for the internship experience

Mentor as Instructional Coach(Butler & Cuenca, 2012)Assisting in the development of the craft of teaching.Observe & evaluate instructional practiceProvide Constructive FeedbackModel effective pedagogyHelp student interns reflect on their experience in order to gain insights on their teaching skills.

Mentor as Emotional Support System(Butler & Cuenca, 2012)Help the Student Intern move past the fears of uncertainty.Helpful rather than EvaluativeAn Ethic of Care & of Being There (Siers & Elburn, 2008, Phenomenological Study)TrustCollaborationConsistent CommunicationA needed Catalyst to Teacher Learning

Mentor as Socializing Agent(Butler & Cuenca, 2012)Powerful influence in shaping student intern perspectives & practices.Interns lack practical knowledge regarding the daily grind of teaching. Clarity of PurposeFormal & Informal requirements & resources in teaching Can be positive or negativeConform & Penalize Innovation orChallenge the Status Quo (Siers & Gong, 2012)

ReferencesBacharach, N., Heck, T., & Dahlberg, K. (2010). Changing the the face of student teaching through coteaching. Action in Teacher Education, 32 (1), 3-13.Badiali, B. & Titus, N. (2010). Co-teaching: Enhancing student learning through mentor-intern partnerships. School-University Partnerships, 4 (2), 74-80Butler, B & Cuenca, A. (2012). Conceptualizing the roles of mentor teachers during student teaching. Action in Teacher Education 34 (4), 296-308.Collins, J. (2001). Good to great: Why some companies make the leapand other dont. New York, NY: Harper Collins. Conners, K., Siers, R., Jenne, J., Brown, M., Booth, M., & Outten, C. (2011, September). High maintenance interns and the challenge of pds sustainability. PDS Partners 7 (2), 13. Gong, T., & Siers, R. (2011). Linking transformational leadership to student teachers efficacy: Contributions of mentor teachers leadership behaviors. Academic Leadership, 9 (1)

ReferencesMoir E. (1991). A guide to prepare support providers for work with beginning teachers: Training module. New Teacher Success: You Can Make a Difference. Riverside, CA: California Department of Education and Commission on Teacher Credentialing.Siers, R., Elburn, S., & Ramey, C. (2012, September). The internship journey through the lens of the student interns. PDS Partners 8 (2), 2-3.Siers, R., & Gong, T. (2012). Examining the effects of mentor teachers leadership practices and levels of interaction on student intern efficacy in professional development schools. School-University Partnerships, 5 (1), 63-74Siers, R. (2011, May). Challenging the status quo in professional development schools: Mentor teachers impact on student intern efficacy. PDS Partners 7 (1), 4-5.Siers, R. (2009). Teacher leadership. In D.W. Hammond & J. Buffone (Eds.), Your first years of teaching: Beginning a journey of excellence (pp. 117-119). Salisbury, MD: Seidel School of Education and Professional Studies.

ReferencesTeacher Quality Enhancement Center, College of Education (2010). Mentoring Teacher Candidates Through Co-Teaching: Collaboration That Makes a Difference. St. Cloud, MN: St. Cloud State University.

* * * * * * * * * * * * * * * * * * **Significance just between Co-taught and traditional student teaching is the p value provided, based on Chi Square test.

*Significance just between Co-taught and traditional student teaching is the p value provided, based on Chi Square test.

* * * * * ** ***** **TxBESS Phases and Stages ModuleTexas State Board for Educator CertificationJanuary 2005Research has validated much of what you already know about beginning teachers, as the last activity showed. Now we are going to look at some documented models of the phases and stages that beginning teachers typically experience. The Phases of Teaching chart is from Ellen Moirs research.

Moir found that beginning teachers go through some very predictable phases. They start out the year very excited, however, by November or December, that excitement turns into disillusionment. Eventually, moving towards spring break, they begin to perk up and rejuvenate. With the end of the year in sight, most beginning teachers start to think about the next year and how they can improve their instruction and be more effective with their students.

Now were going to discuss the phases in more detail. If you turn over your folded Phases and Stages card, you will see how the periods we just mentioned line up with Moirs phases. Model this for participants. You may wish to use this side to take notes as we look at Moirs Phases of Teaching.

Source: Moir, E. 1991. A guide to prepare support providers for work with beginning teachers: Training module. In New teacher success: You can make a difference, ed. S. Garmston and C. Bartell. Riverside, CA: California Department of Education and Commission on Teacher Credentialing. * * * * *