While you Wait…

1. While you Wait… Place your completed Commitment to Accept Student Teachers form in the manila envelope on your table While you wait for the Workshop to begin, take some time to browse the following: At your table you will find: • The course evaluation - a “heads-up” for today • UW Oshkosh Student Teacher Handbook – yours to keep • Sample handbooks - created by teachers for student teachers • QEI information – information on the PDP • PI 34 information – the “toolkits” • Information on adult learners, generations, personalities In the front of the room, you will find: • PI 34 information – the initiative • Portfolio explanations– for both general ed and special ed • Professional text – resource for cooperating teachers

2. Agenda for the Workshop • Cover information on PI34 and the University connection, student teachers, cooperating teachers, the act of supervision and any questions you raise. • PPT lecture, personal reflections, practice in observing, conferencing and evaluating a “student teacher” and both small and large group activities. • If any questions, concerns, or “Wow” moments occur during the Workshop, don’t hesitate to bring them up or jot them down on your course evaluation sheet.

3. Give One, Get One • Licensing • Developmental levels • 3 Stages of Licenses • Standards • KNOWLEDGE: Coursework, PRAXIS II exam, Performance • SKILLS: Observations, Conversations, Evaluations • DISPOSITIONS: Appearance, Communication, Actions • prePDP/PDP/Portfolio • Goal for professional growth and student learning • Connected to the Standards • Co-teaching • Advantageous to the cooperating teacher, teacher candidate and students • Variety in type and time • Teacher Candidate should be lead teacher for required time • edTPA • One element of the assessment process • The role of a cooperating teacher and university supervisor is of support only

4. Why Have a Student Teacher? Discuss new ideas Gain a new perspective Self-reflect Collaborative teaching Extra hands Another adult connection Satisfaction License renewal hours Free credit

5. Personal Reflection • the Placement • the Relationship • the Environment • Anything else you can remember…

6. Phases of New Teacher GrowthEllen Moir, Director of the Santa Cruz New Teacher Project Reflection Anticipation Anticipation Survival Disillusionment Rejuvenation

7. Adult Learners • Learn/Work Best When… • the experiences and perspectives they bring to the training situation are valued and respected • their learning is self directed and they are actively involved in making decisions about their experience • the learning experience is meaningful to themand has an immediacy of application • connectionsare made between new information and what they already know • learning is reinforced through immediate feedback

8. Generational Comparisons

9. PERSONALITY STYLESThe Four Color Personality Test

10. Important UW Oshkosh contact information: • Fred Yeo – Dean of the College of Education and Human Services • MaryBeth Petesch – Field Experience Director • Janet Heninger- MaryBeth’s administrative assistant • Jean Inda – Professional Education Program Director • Becky Beahm – Jean’s administrative assistant • Suzanne Fondrie – Curriculum & Instruction Department Chair • Heidi Frey – program assistant • Stacey Skoning – Special Education Department Chair • Becky Thorson-Randall – program assistant • Website – www.uwosh.edu (search “Office of Field Experience”)

11. COOPERATING TEACHER’S ROLE TIME TIMELINE Preparation NON-TEACHING ASPECTS CONVERSATION

12. COOPERATING TEACHER’S ROLE Relationship FRAGILE ADVOCATE FINE LINE

13. COOPERATING TEACHER’S ROLE PERSPECTIVE Expectations COMPARE

14. COOPERATING TEACHER’S ROLE GUIDANCE Freedom vs. Responsibility REALITY CLONE

15. RATING SCALE 1 = UNACCEPTABLE: student has demonstrated inadequate skills 2 = EMERGENT: student has demonstrated inconsistent skills and further work is needed 3 = PROGRESSING: student has demonstrated some skills consistently, but is not yet proficient 4 = PROFICIENT: student has demonstrated competence expected of a beginning teacher 5 = ADVANCED: student has demonstrated superior performance indicative of an exemplary teacher

16. COOPERATING TEACHER’S ROLE Communication ONGOING HONESTY FEEDBACK LISTEN, TOO

17. COOPERATING TEACHER’S ROLE Teaching ASSUMPTIONS TOOLS Process

18. Narrative Evaluation Points • overall tone • writing style • word choice • description of the placement • professional and personal characteristics • teaching skills • any “extras” that make a ST “stand out” • specific examples • standards • etc.

19. COOPERATING TEACHER’S ROLE Bigger Picture INVOLVEMENT

20. COOPERATING TEACHER’S ROLE FIRST TIME Struggles SUPPORT TACT HELP

21. Things to Remember • Provide opportunities for success but remember that you cannot guarantee a student teacher’s success. • Documentation is essential during a placement. • Communication is absolutely necessary to a successful placement

22. Before you Leave • Complete the Workshop evaluation and place it in your manila envelope before you leave • Make sure to take your Handbook and Certificate of Training • I will be sending you an electronic survey that I would appreciate you returning afteryou have worked with a student teacher