Supervising the Future Teacher College

Supervisor Training

For Spring 2015

Schedule for Today • 9:45-10 Check in • 10-10:15 Welcome & Overview • 10:15-10:30 Update on Instructional Development &

Strategic Partnership Work • 10:30-11:00 Co-teaching update & discussion • 11-12:00 Danielson & Student Teacher Supervision • 12-12:45 Lunch • 12:45-1:15pm Paperwork & Process for College supervisors • 1:15-2:30pm Taskstream review & updates • 2:30-3:00 pm Break • 3:00-3:30 pm Student Teacher & College Supervisor Meeting • 3:30-4:00 pm Career Connect • 4:00-6:00 pm Co-teaching training

Today’s Goals • Discuss & reflect on co-teaching

experiences • Review structure of evaluation of

student teachers • Consider importance of qualitative

feedback in evaluating a student teacher’s performance

• Linking qualitative to quantitative evidence in a student teacher’s evaluation

• Reviewing the use of Taskstream as record of performance

Instructional Development & Strategic Partnerships Update

Co-teaching is defined as two teachers working together with groups of students- sharing the planning, organization, delivery and assessment of instruction, as well as the physical space. (The Academy for Co-Teaching & Collaboration at St. Cloud University, 2013)

What are your thoughts and experiences with the co-teaching model thus far?

Danielson Framework and Student Teaching

Gateway

•Gateway to NJ Teaching Profession (0 credits) •Praxis Core or Equivalent •2.75 GPA (3.0 as of 9/15)

Intro

•Practices & Techniques (4 credits) • Introductory Fieldwork (80 hours, 2 credits) • Literacy Development (elem only- 3 credits)

Intermediate

•Curriculum & Methods (4 credits) • Intermediate Fieldwork (80 hours, 2 credits) •Methods LAL & Math (elem- each 2 credit courses) •Reading in the Content Area (3 credits)

Student Teaching

• Student Teaching • Student Teaching Seminar

What should be in a student’s teaching toolkit…

• Knowledge of instructional models • Exposure to various assessment strategies • Experience teaching lessons (small and whole group) • Varied grade level experience • Methods of teaching linked to certification area • Concept of differentiation and adapting instruction

for diverse learners • Familiarity with Danielson Framework and rating

system

A student’s tools are only as good as the investment made in learning them!

Things that are best captured in student teaching

• Daily lesson planning • Duties of the teacher beyond the whiteboard • Classroom and behavior management

techniques • Time management and organization of daily

teaching responsibilities • Professionalism and working closely with

colleagues • And…… ?

?

Your role within Student Teaching • Support the student teacher’s development of

teaching strategies, skills and knowledge • Work in conjunction w/mentor teacher to set

up a structure for and monitor student teaching

• Document the progress and performance of the student teacher

• Act as a liaison between Stockton and the school

Capturing student teacher’s abilities

College supervisor • Meet & Greet • 3 formal

observations • Midterm

evaluation (after 3rd visit)

• 3 formal observations

• Final evaluation (after 6th visit)

Mentor teacher • 2 formal

observations • Midterm

evaluation • 2 formal

observations • Final

evaluation

Student teacher • 3 lesson plans &

post-reflections • Midterm self

reflection* • 3 lesson plans &

post-reflections • Final self

reflection* *new

Importance of Student Teaching Performance Data

• Serves as evidence of student teacher performance

• Mirrors typical teacher evaluation process • Key element of program accreditation

Forms and evaluations are more than just paperwork. They serve as an important program assessment tool!

Let’s get into the right frame of mind

• Each of you has been given a collection of statements that are known as “listen or look fors”. Each one belongs in one of the 4 domains of Danielson’s Framework.

• Post your look for/listen for in the Domain you think it belongs within

All documentation is aligned to the Danielson Framework (2011 edition)

– Formal observation forms – Midterm and final evaluations – Mentor teacher “friendly” observation forms

• In Lesson Plans – description of students, instructional objectives, assessments, activating, cognitive, and summarizing strategies, materials, and potential misunderstandings

• Lessons based on current best practice • Methods of assessing each goal found in pre-planning

Domain 1: Planning and Preparation a. Demonstrating knowledge of content

and pedagogy b. Demonstrating knowledge of students c. Setting instructional outcomes d. Demonstrating knowledge of resources e. Designing coherent instruction f. Designing student assessments

• Teacher establishes relationships with each student • Teacher encourages students to take intellectual risks and be creative • Nature of the interactions and tone of conversations with and among

students reflect they are interested in and value learning and hard work. • Evidence in the classroom – teacher explains, re-teaches and implements

procedures • “Withitness” is apparent in that the teacher is always aware or what is going

on and uses this awareness to influence student behavior through redirection and proximity

• Rules are clearly and consistently applied (no favoritism is evident) • Materials are accessible; teaching aids, boards, charts, projectors,

computers are skillfully positioned and utilized • Spaces for reading, quiet and noisy activities are provided

Domain 2: The Classroom Environment a. Creating an environment of respect and

rapport b. Establishing a culture for learning c. Managing classroom procedures d. Managing student behavior e. Organizing physical space

• Language is audible, legible; correct usage, spelling, etc. is apparent • Teacher carefully chooses words, using rich vocabulary for students to model • Questions engage students in an exploration of content, are not rapid fire, low level,

recitation of facts • Teacher stays on topic, uses follow-up, rephrases and applies what students contribute or

pose • Teacher promotes problem-solving; permits choice, encourages depth-find patterns, tests

hypotheses, requires thought; is relevant and authentic • Teachers uses of examples and metaphors that illustrate new learning; teacher connects

with student knowledge, interests and culture • Effective feedback that is specific, descriptive, understandable; …… • Comments give students info needed to adjust what they are doing and get better at it or

solve a problem; it provides time to think and reflect; performance is related to standards • Change provides for needs specific learners (visual, auditory, slower, brighter, etc.) • Teacher abandons lesson all together or coordinates with a spontaneous event

Domain 3: Instruction a. Communicating with students b. Using questioning and discussion

techniques c. Engaging students in learning d. Using assessment in instruction e. Demonstrating flexibility and

responsiveness

• Look at how paperwork is maintained, i.e. worksheets, tests, records of “homeroom” tasks, permission slips, lunch, classroom inventories and reports.

• Is open-minded and willing to adopt new approaches • Sets long-term goals and takes responsibility for own professional

growth

Domain 4: Professional Responsibilities a. Reflecting on teaching b. Maintaining accurate records c. Communicating with families d. Participating in a professional Community e. Growing and developing professionally f. Demonstrating professionalism

Want all the details on Danielson?

The Evaluation Process in a Nutshell

• Meet & Greet • 6 observations by the

college supervisor – 2 observations + mid – 2 observations + final

• 4 observations by the coop teacher – 2 before mid – 2 before final

• Each has 3 steps – Pre-conference/lesson

review – Observation – Post-conference

In your handbook

College Supervisor’s Evaluation

• Minimum of 6 formal observations that include – Review of Taskstream lesson before implementation – Observation of lesson – Post-observation discussion – *1 unannounced observation

• A mid-term and final evaluation w/levels of performance

• A final grade determination

Cooperating Teacher’s Evaluation

• A minimum of 4 formal evaluations • Mid-term and final evaluation consultation

w/college supervisor • Input provided to college supervisor for final

grade determination

Steps and the documentation of an observation

• Pre-conference – Lesson posted on

Taskstream 2-3 days 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

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

• Observation – Observe the student

teacher delivering the lesson

– Script what you see focusing on elements of Danielson

– Write summary statements for Domains 2 & 3 on the observation form based on evidence collected

• 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

Practicing our Look for/Listen fors

• Equivalent fractions • Fractions & decimals

Evidence vs. Opinion Evidence

• Observable • Not influenced by own

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

“26 out of 28 participated in the exercise.” “You had to stop 4-5 times when given instructions to address students who were off task.” “After explanation of task, only a few students got to work. The others asked for clarification from you or were off-task.”

Opinion • Makes inferences • Depends on own

perspective • Includes evaluative words • Draws conclusions……. “The class was out of control.” “The students didn’t understand expectations.” “That was a great lesson.”

Can you make the statements to the left

“evidence”?

Evidence vs. Opinion Key Evidence Opinion Statements

x Children have a desk with their name on it and a place to keep their things.

x Some students have difficulty staying engaged.

x Seating arrangements are flexible because it is Kindergarten.

x The last activity, discussion of the key scenes, was rushed.

x The teacher said that they would continue their discussion on the following day.

x “I assure you that today’s lesson will be quite interesting.”

x Teacher clearly has planned and organized time for maximum effect.

x New table arrangement encourages concentration and controlled interaction with neighbor.

x As activity progressed, students started calling out, “What, What?”

x The pacing of the lesson was slow, allowing many possibilities for student restlessness, disengagement, and disruptive behavior.

x Teacher says today’s activities are an extension of the unit.

x Students had opportunity to work with a classmate in choosing key scenes and discussing the reasons for their choice.

x Tasks had thinking built into them.

x Teacher consistently called on boys more frequently, causing girls not to be engaged.

Part II- Taskstream Review & Updates • Looking back on our first semester with a fully

web-based system • Considering the importance of “evidence”

using Taskstream documentation • Reviewing the structure and system of

evaluation from the supervisor’s perspective

• As of Spring 14, all formal documentation of student teaching performance is housed within “Taskstream”

• A Taskstream Direct Response Folio (DRF) allows for all 3 parties to connect digitally – Mentor teacher – College supervisor – Student teacher

• So, how did it go?

Linking evaluation to performance

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

1 2 3 4

How levels are determined

Reviewing evidence of student teaching

• I have collected an actual set of evidence from two student teachers – Mr. X and Mrs. Y

• Documents include: – Sampling of observations made (1, 3, & 5) – Midterm evaluation – Final evaluation

• Let’s review documentation to see how evidence leads to the final evaluation of the student teacher.

Student Teacher- Mr. X • Let’s take a look at documentation for Mr. X

including 3 observations and the Midterm Evaluation

• Look for clues in writing that might indicate performance. Highlight Danielson (or key) words!

• Consider what the final evaluation might look like and rating received

• After, I’ll share the final eval with you

Mr. X strength is his knowledge of his students and their learning style. He has good voice volume and uses hand gestures and body language. Areas for improvement include the ability to plan for instruction, find resources within the text, designing his own activities instead of relying on his cooperating teacher for activities and lessons. He needs to use lab activities from the lab manual that accompanies the text. He needs to better organize lessons and unit structure.

The culture for learning was already established by the cooperating teacher which Mr. X continued in the activities. Many times the transitions were not smooth and there was to much conversation during the activities. He showed improvement in his classroom management but needs to continue to grow in this area.

The strengths demonstrated in this domain were his directions for activities, and the explanation of content. The use of instructional materials were usually done well but he did not learn how to use the Smart Board. The students were usually engaged in their activities but in two of the observations there was a chaotic atmosphere at times.

The electronic records were up to date and complete. Mr. X needs to be more receptive to feedback from his cooperating teacher as well as his supervisor. He id send a letter to the students families introducing himself to them

Domain Mean Score

I-Prep & Planning 2.50

II- Class Environment 2.40

III- Instruction 2.60

IV- Prof. Responsibilities 2.33

Overall 2.46

Based on what you know, what’s the grade?

Student Teacher- Mrs. Y

• Now let’s take a look at observation feedback by the college supervisor for Mrs. Y

• Do the same thing. Look for clues that might indicate performance levels

• Consider what the final evaluation might look like and rating received

Mrs. Y has improved tremendously in her planning and preparation due to great self-reflection and the benefits of the Co-Teaching model. She has many areas of strength in this Domain: knowledge of content and pedagogy; providing feedback to her students as needed, The ability to gain knowledge of the students in her class and their special needs and utilize this for instruction, seeking/and or creating materials to promote/enhance instruction varying her lessons to provide for all learning types and personality styles making them challenging, fun, and creative yet structured and thoughtfully planned.

When looking at the way in which Mrs. Y interacts with her students, you would never know that she is a novice teacher. She has so many strengths in this area! Mrs. Y 's classroom environment is one where learning can take place. The students feel safe and valued so there is nothing to worry about but the job at hand. Mrs. Y and her co-teacher have set such a positive tone in this classroom, the students respect one another and take pride in their work. Mrs. Y is very supportive and caring, encouraging her students to always do their best. Classroom procedures are clearly established and routines run smoothly; students know what to do! This is a "feel good" classroom. There is minimal misbehavior and Mrs. Y has gotten better at responding quickly, appropriately and effectively as needed.

Mrs. Y does a great job engaging her students in learning. She plans lessons that are varied and appropriate for her learners and as a result the students are on task and motivated to work. She is highly responsive to her students' needs and works with small groups and/or with individuals on an ongoing basis. Mrs. Y communicates clearly with her students. She scaffolds her directions and content in such a way that students know what to do and repeats, reinforces, and re-teaches as needed. Questioning skills and discussion techniques are improving as are Mrs. Y’s variety of assessment approaches.

Mrs. Y has been highly reflective throughout her student teaching semester and this has played a positive part in the success of her experience. She interacted with the professional community in her building and benefited from that involvement and participation as she grew professionally showing both initiative and willingness to make a contribution to the school and community.

Domain Mean Score

I-Prep & Planning 2.67

II- Class Environment 2.80

III- Instruction 2.60

IV- Prof. Responsibilities 2.50

Overall 2.64

Based on what you know, what’s the grade?

What other evidence is important that we didn’t review that might help • Cooperating teacher evaluations • Student teacher’s lesson plans ?

Do your observations link clearly to the performance ratings received?

• Could “Danielson” words be spotted to help determine level of performance?

• Do you provide direct statements about areas to improve when needed? (Any student with a 2 is OK but should have areas to work on.)

• Did you capture what you learned from the cooperating teacher’s feedback/comments in your formal observation forms?

• If I read your observations knowing only what you wrote, could I predict the level of performance (unsatisfactory, basic, proficient)?

Observations should…. • Be specific focusing on strengths and areas for

improvement • Be directly tied to observation or evidence • Include “Danielson words” to help identify

performance level w/o giving a score • Build on the previous observations, noting any growth

or lack of growth since last observation made • Link clearly to the midterm and final evaluations.

Observational comments form a PATTERN. (ie. It should be clear WHY a student gets a 1 or 2 at the time of summative evaluation by reading previous comments)

• **Consider cooperating teacher input

Recommendations • Refer to the Danielson rubric often for phrasing that

can help indicate performance w/o a score • Make a point to note strengths AND areas for

improvement- be clear about what you expect next time you come so you can comment on it

• Remember what the scores MEAN – 1- not present or needs major work (unsatisfactory) – 2- basic, inconsistent w/understanding but spotty

implementation typical of a novice teacher – 3- proficient, consistent performance expected of that of a

tenured teacher • A student must meet “basic” level of performance, a 2

overall. Check your means in each domain to ensure that the value is fair based on the letter grade you intend to give!

Navigating Taskstream

*Same format *But….students must submit lessons to start lesson observation evaluations!

*Same look as supervisor *Teacher-friendly evals vs qualitative version *And again….students must submit lessons to start observation evaluation!

http://intraweb.stockton.edu/eyos/page.cfm?siteID=84&pageID=50

Helpful resources to know…. • http://tinyurl.com/TEDUSupervisor

– Includes forms & information for supervisor (being updated- will be ready for Sept.1)

• http://tinyurl.com/RSCSTHandbook – Includes link to Danielson’s Framework, viewable or printable

PDF • www.stockton.edu/educ

– Stockton’s formal School of Education website • Danielson Resources online (so many- named two I use

often…) – http://www.docstoc.com/docs/95720100/%E2%80%9CLook-

Fors-and-Listen-Fors%E2%80%9D-in-Components-of-Charlotte-Danielsons

– http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/Teachscape_Rubric.pdf