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Mentor Training. Salisbury University The Power of Two in Today’s Classroom. Congratulations!. You have just agreed to host an SU intern… What are your next steps?. Mentor responsibilities…. Promptly sign and return your contract to Salisbury University.

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Mentor training

Mentor Training

Salisbury University

The Power of Two in Today’s Classroom


Congratulations

Congratulations!

  • You have just agreed to host an SU intern…

  • What are your next steps?


Mentor responsibilities

Mentor responsibilities…

  • Promptly sign and return your contract to Salisbury University.

  • Remain engaged in all aspects of instruction throughout the experience.

  • Provide constant feedback (oral & written) to the intern daily.

  • Complete mid-term and final evaluations online and on time.


Su s pds website

SU’s PDS Website


Mentors oversee

Mentors oversee…

  • Welcome gestures (email, letter, phone call, banner)

  • Introductionsto faculty, staff, parents & students as your co-teacher (not an SU student or student teacher)

  • Work spacewith supplies

  • Provide a mapof the school & a tour

  • Supply important school contact numbers

  • Discuss school expectations(principal’s vision, dress code, arrival & departure times)


Mentors oversee cont

Mentors oversee…(cont.)

  • Provide schedules (classes/subjects, planning time, duties, meetings, after school activities)

  • Supply handbooks (county, school, classroom)

  • Furnish curricular materials (textbooks, manuals, teacher guides, State Curriculum)

  • Provide class roster(s) & seating chart(s)

  • Supply incidental information (copier info, supplies, faculty room, restroom, parking, technology, media)

  • Discuss school & class procedures (fire drill, crisis plan, delay schedules, behavior policies, management strategies)


Mentor training

Preparing the

next generation

of teachers

Teacher

Professional

Development

Inquiry&

Dissemination

Why PDS?

P-12 Student

Achievement


Teacher retention and pds

Teacher Retention and PDS

  • 2006 Towson University Teacher Retention Study:

    • Study examined retention rates for teachers prepared in collaborative PDS settings vs. those prepared in non PDS settings.

    • 87 beginning teachers were followed for a five year period. (2001-2006)

    • Results: Retention rate of PDS-trained teachers is 37% higher than that of non-PDS trained teachers. At the end of 5 years 71% of PDS trained teachers were still teaching, while only 34% of non-PDS trained teachers were still teaching.


The pds difference

The PDS Difference

  • “Student Teachers” vs. Interns

    • a cohort of interns placed exclusively in PDS sites

    • interns complete a100-day Extensive Internship experience over two semesters

  • Approach to the Experience

    • remain engaged in instruction

    • co-teaching


What is co teaching

What is co-teaching?

  • Mentor & intern collaborating together in the…

    • planning of instruction.

    • delivery of instruction.

    • assessment of student learning.

  • Mentor & intern remaining engaged in instruction.

  • A win-win for everyone involved:

    • Pre-K – 12 students & parents

    • SU candidates

    • Teachers

    • Local schools


Co teaching is not

Free Ride

Co-teaching is NOT…

  • the mentor and the intern “taking turns” teaching.

  • the mentor disengaging from the instructional process after a week of modeling. (sink or swim)

  • interns “taking over” classes on a set timeline.

  • an extended “coffee break” for mentors.

  • a free ride for interns.


Co teaching and accountability

Co-teaching and Accountability

  • St. Cloud TQE Initiative

  • 5 year U.S. Dept. of Education, Teacher Quality Enhancement Partnership Grant - awarded in October 2003

    • Looked at Co-Teaching during internship

    • Collected 4 years of data (qualitative and quantitative)

    • Training and Support for Mentors and University Supervisors

    • Teacher Candidates get co-teaching as a part of their program

    • Workshop for Pairs


Reading proficiency minnesota comprehensive assessment

Reading ProficiencyMinnesota Comprehensive Assessment

χ² (2 df, N=1353) = 12.79, p = .002

χ² (2 df, N=2241) = 12.54, p = 002


Math proficiency minnesota comprehensive assessment

Math ProficiencyMinnesota Comprehensive Assessment

χ² (2 df, N=1349) = 8.31, p=.016

χ² (2 df, N=2355) = 7.35, p=.025


One last fact to consider

One last fact to consider…

  • Accountability

    • With the high stakes testing in Maryland & across the nation, schools cannot afford to have their “A-List” teachers disengage from instruction.

    • With two teachers in the classroom the student-to-teacher ratio decreases making differentiation a reality.


Who supports co teaching

Who supports co-teaching?

  • Your school district superintendent

  • Your administration

  • SU education faculty and students

  • The Maryland State Department of Education

    Bottom line…PDS and co-teaching are not “SU things”…they just make sense!


What does co teaching look like

What does co-teaching look like?

  • Four basic models

    1.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 continued

Co-teaching models continued…

2.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 continued1

Co-teaching models continued…

3.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 continued2

Co-teaching models continued…

4.Team teaching - both teachers are actively engaged in instruction and management of the class.

  • Strategies: role playing, modeling, cooperative learning, think-alouds, staged argument


Co teaching tools

Co-teaching Tools

  • Tools Include:

    • Co-teaching Self- Assessment Checklist

    • Co-teaching Issues for Discussion & Planning

    • Co-teaching Daily Lesson Plan Form

    • Co-teaching Daily Lesson Reflection Form


Co teaching training benefits include

Co-teaching training benefits include…

  • a Salisbury University “Clinical Mentor” designation & certificate.

  • a $50 bonus each time you host an SU intern for an 8 week internship experience.

  • the satisfaction of knowing that as a trained mentor teacher you are making the most of all available resources in your classroom.


Su s pds website1

SU’s PDS Website


For more information

For more information…

  • please contact the Professional Development Schools (PDS) Coordinator for Salisbury University:

    • Stacie Siers

    • 410-677-5042

    • [email protected]


References

References

  • Bing, J., Dunn, A., Veditz, J. (April 2007). A Royal Flush: How to Maintain a Successful PDS Partnership.

  • Brown, J., Conners, K., Ennis, T., Gasior, P, Houghtaling, C., Johnson, J., Lutz, M.K., Siers, S. (April 2007). 21 strategies in 21 minutes: hands-on ideas for co-teaching in PDS internship.

  • Conners, K., Gasior, P., & Siers S. (November 2006). Re-inventing the student-teaching internship to maximize P-12 student achievement.

  • Elburn, S., & Siers, R. (2007, June).The power of two: Maximizing the collaborative experience - A phenomenological study.Paper presented at the Professional Development Schools Workshop, Salisbury, Md.


References continued

References continued…

MidValley Consortium for Teacher Education (2000). Partners for Student Achievement: A Co-Teaching Resource Handbook. http://coe.jmu.edu/esc/Consortium_Co-Teaching.shtml.

Towson University. Teacher Retention PDS Study, Phase 1 findings. Retention Class of 2001.

Thousand, J.S., Villa, R.A., & Nevin, A.I. (2006). The many faces of collaborative planning and teaching. Theory Into Practice, 45(3), 239-248.

St. Cloud State University (2010). Teacher Quality Enhancement Center.

Villa, R.A., Thousand, J.S., & Nevin, A.I. (2004). A guide to co-teaching: Practical tips for facilitating student learning. Thousand Oaks, CA: Corwin Press.


Created by

Created by…

  • The Regional Professional Development Schools Program of the Seidel School of Education and Professionals Studies, Salisbury University


Test your understanding activity one

Test Your Understanding (Activity One)

  • In your group, choose a content standard (objective) from the VSC for a specific subject/grade level.

    • Using the supportive teaching model, develop a co-teaching strategy to reach the lesson objective.

    • Now do the same for the remaining co-teaching models: complementary teaching, parallel teachingandteam teaching.

    • When you finish you should have developed 4 different ways to co-teach the selected objective.


Work it out

Work it out!

  • In your groups, complete the case scenario appropriate for your grade level and/or subject area.


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