Daring Venture: Innovative Use of Clinical Placements and Performance Assessments

AACTE 65th Annual MeetingMarch 1, 2013Orlando, FL

Chico State University•Maggie Payne

•Phyllis Fernland

East Carolina University•Linda Patriarca

•Betty Beacham

Georgia State University•Gwen Benson

•Susan Ogletree

Ohio State University•Sandra Stroot

•Laquore Meadows

University of Northern Iowa•Dwight C. Watson

•Mary Herring

Participants

Daring Venture: Innovative Use of Clinical Placements and Performance Assessments

Purpose - Present concrete, innovative models created between IHEs and Pk-12 school districts to prepare highly effective teachers. Provide the opportunity to engage with grantees around key ideas to discuss how they might integrate these into their programs.

Goal - Through listening to the panel discussion and engaging in interactive, round table dialogue, session attendees will be able to gather information that will assist them in crafting innovations in their programs.

TQP Grant Purpose

…to improve student achievement

By improving what we know has the greatest effect on improving

children’s learning--Effective Teaching

http://www2.ed.gov/programs/tqpartnership/applicant.html

Daring Venture: Innovative Use of Clinical Placements and Performance

Assessments

The Rural Teacher Residency Program

California State University, Chico

Rural Teacher Residency

• 18-month program with 12-month residency• Completion of preliminary elementary or special

education credential and master’s degree• Cohorts of general and special education residents

placed in high-need rural schools• Co-Planning/Co-Teaching model• Field-based assignments• Strong emphases on PLCs and RtI• Focus on action research in rural school

classrooms

Enhancing Clinical Practice

• Intense, full-time, yearlong classroom experience• Integration of content and pedagogy with school-

embedded practice• Collaborative selection of mentors and residents• Simultaneous renewal of program, schools and

mentors• Focuses on student achievement and classroom –based inquiry

Measuring Program Effectiveness

• Teaching Performance Expectations (TPEs)• Performance Assessment for California Teachers

(PACT)• Field evaluations• CSU Exit Survey• CSU System-wide Evaluation of First Year Teachers• CSU Center for Teacher Quality (CTQ) Student

Achievement/Teacher Performance Study• Qualitative Data and Faculty Research

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Teacher Quality Partnership at ECU

Pathway to an Effective Teacher Co-Teaching Internship

Teacher Candidat

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Intern 1Intern 2

Clinical Teacher

Instructional Coach

Principal Investigator: Dean Linda PatriarcaProgram Director: Dr. Betty Beacham

beachamb@ecu.edu

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Co-Teaching Internship: What is Viewed as Innovative?

CONCEPTUAL REFRAMING:

1.Planning and assessment as important as instruction

2.Clinical teacher and intern(s) focus on co-planning• Dialogue around goals• Activities to reach goals• Assessments to determine whether goals are met

3.Roles and responsibilities more collaborative than supervisory

4.Apprenticeship model employed-not supervisory model

5.Focus on K-12 students rather than on the student teacher

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Co-Teaching Internship: How Is Clinical Practice Enhanced?

INTERN: 1. Co-Planning—Integral part of the model2. Using clear co-teaching strategies3. Making instructional formats explicit (shared)4. Increasing time for enhanced teaching practice throughout 15 weeks

5. Collaborating roles in an environment with continuous dialogue about content, students, and context

CLINICAL TEACHER (SCHOOL):1. Co-teaching—reduces class size ( 3 = 30, not 1 = 30), reduces negative behavior, and

increases student engagement and individual attention2. Dialoguing about planning, leading to better conceptualized and articulated lessons3. Enhancing student achievement (St. Cloud data). (Since NC teacher evaluation now

includes student achievement, co-teaching is viewed as positive for the teacher and school/district are more positive about taking student teachers.)

UNIVERSITY:1. Reducing placement need and increasing placement quality2. Increasing more professional development for smaller cadre of clinical teachers3. Creating a cadre of intern teacher leaders with common goals/processes

PROCESSES AND OUTCOMES

Co-Teaching Internship: What are Measures of Effectiveness-Processes and Outcomes?

A. Nature of Co-teaching Occurring [Co-Teaching Strategies Chart]

1. What is the nature of co-teaching that is occurring? a. Number of co-taught lessonsb. Types of co-taught lessons c. Progression of type of co-taught lessons

2. Does co-teaching occur more often in certain subjects?

 B. Co-Teaching Experience

[Co-Teaching Survey]3. What are the experiences of candidates in a

2:1 scenario as compared to those in a 1:1 scenario?

4. What are teacher candidates’ opinions of the co-teaching experience?

 C. Teaching Ability

[Walkthrough form, Progress Reports, TPA Score, Final Evaluation]5. What differences exist in the teaching ability of

interns participating in co-teaching and those not participating in co-teaching?

D. Dispositions [CSAT, Disposition Form]6. Does co-teaching improve pre-service teachers’

ability to collaborate? 7. Does co-teaching affect pre-service teachers’

professional dispositions?  E. Development of Teacher Self-Identity

[Semi-Structured Interview Protocol]8. Do the teacher self-identities of those

involved in co-teaching during their internship differ from those not involved in co-teaching?

 F. Planning

[Transcriptions from Recorded Planning Sessions]9. What does the planning look like in co-taught

classrooms? Does it differ from that occurring in traditional internship classrooms?

 G. Follow-up of Graduates

10.K-12 Student Achievement 11.Scores on the McRel Teacher Performance

Appraisal Instrument12. Scores on the CLASS Lite

Daring Venture: Innovative Use of Clinical Placements and Performance

Assessments

Network for Enhancing Teacher Quality (NET-Q)

Georgia State University

Urban and Rural Residency

Quick Facts:• Residency and Pre-Baccalaureate• Urban and Rural• 29 LEAs• 1000+ Teachers Prepared

Network for Enhancing Teacher Quality

NCTAFGBP

• Cohort Model

• Research Projects: Teacher Intern Professor Model &

Anchor Action Research

• Special Need Population Inclusion Model

• Mentor-Resident Model

• Creating Professional Identities

Most Innovative Features

• Mentor-Resident Model

• Cross Career Learning Communities

• TLINC: Addressing Teaching in Isolation

• Reciprocal Mentoring

• Online and Face to Face Support

Enhanced Clinical Practice

• Student Growth

• Teacher Growth

• Data from Technology Device

• Usage of Professional Growth Plans

• TIP/AAR

Measuring Effectiveness

Project A*S*P*I*R*E Apprenticeships Supported

by Partnerships for Innovation and Reform in

Education

The Ohio State University

Dr. Sandra A. Stroot, Professor, PIDr. Laquore Meadows, Project Director

Co-Planning Co-Teaching• Co-Planning

• Making better tasks.• Asking better questions.• Soliciting student thinking.• Finding evidence of learning.

• Co-Teaching• Mentor and Intern working together to set the task.• Circulating the room to find evidence of learning.• Collecting artifacts of student work.

Co-Assessing

•Assess for learning • How do we assess for learning? • (Identify evidence of student learning)• How do we document the evidence of

learning that occurred (or didn’t occur)?

• How do we widen the our lens about what counts for learning?

Reflect on the Process

•Bring this experience beyond the episodic…

• How do we apply our understanding about teaching/learning to new

situations?• How do we document evidence of growth in our apprenticeship model of

developing problem-solving urban educators?

University of Northern Iowa Iowa Teacher Quality Partnership Grant

•Define and integrate emerging attributes of effective teaching into in-service and pre-service programs

•Integrate attributes of effective teaching evaluation process into pre-service; K-12 induction/mentoring; evaluator training programsoSupported by statewide integrated technology platform

•Expand connectivity and clinical placements

UNI Co-Primary Investigators• Mary Herring• Nadene DavidsonUNI Project Manager• Leasha Henriksen

Iowa TQP Project Manager• Mary-Beth

Schoeder-Fracek

Innovation: Immersive Clinical Practice

Experiencing the Communityo Recruiting/Retainingo Signature Community

Evento Welcomed to School/Towno Valued as a Professional

Enhanced Clinical Practice

• Week Longo Connected Lessonso Understand Role of

Teacher• Maximized Teaching Time

o Pre-planning conversations

o Connection with LEA students prior to experience

Measure of EffectivenessOur Questions:1. What contributes to effective teaching?2. How are we impacting education in a rural setting?

Measures:• Reflective Conversation

o Video Recordingo Just In Time Accesso Guiding Questions

• Online Evaluation Rubrico Just In Time Access

Roundtable DiscussionsDiscussion Questions:1. What education reform initiative is being embraced

at your college or university?2. What are ways in which your college or university

measure candidate effectiveness?3. What are ways in which your college or university

can enhance clinical practice?4. Senate Bill 3582, Educator Quality Enhancement,

recommends a residency after completing their degree before receiving licensure. The bill calls for connectivity with graduates during this induction/residency period. If passed, how will this affect your program?

Thank you for joining us today.